This introduction provides a brief review of the theoretical foundations of the sample units and an overview of the units presented here. Some of the materials, due to the nature of the communicative settings associated with them, raise important theoretical questions about norms and expectations of (intercultural) communication and goals of language learning. The units use two types of authentic materials: natural conversations and entertainment media (TV and movies). We first describe the rationale for the expanded use of authentic language data in classroom instruction, and then we present four exploratory units to showcase some of the effective classroom teaching procedures that are useful to make learners aware of (and eventually use) important features of language interaction in Chinese. This journal issue contains a number of papers/teaching units that are dedicated to the review and analysis of some ways in which authentic language materials can be used for the teaching and learning of Mandarin Chinese from the beginning to advanced levels. (All relevant video clips used in this article can be found at this website: ) The study aims to explore some possibilities and methodologies of providing lower-level L2 learners an opportunity to know how a certain language structure is used in specific contexts in L1 discourse, and in so doing, teach learners how to make informed linguistic choices right from the beginning level. Drawing upon linguistic and applied linguistic findings, this study discusses five discourse-pragmatic functions of the double-nominative topic-comment construction and introduces a pedagogical design using authentic media materials like film clips and TV shows to teach elementary and intermediate level learners when and how to choose this topic-comment construction in specific contexts. Beginning and intermediate level learners tend to display a lack of use of it (Jin 1994 Cao et al. The seemingly optional use in discourse and rich discourse-pragmatic functions make the Mandarin topic-comment construction a challenging structure for L2 learners of Chinese. Reflecting on Driving Experiences, Different Accounts of Shared Experience, Humor, Alluding to Cultural Conceptsĭescribing a Movie, Types of Movies, Personal Taste about Movies, Liking and Disliking, Listener Corroborating with the Other Speaker Reflecting on a Tourist Destination, Admiration of Places, Contrasting Features of Places, Expressions for Praising, Listener Behavior in Praisingĭiscussing Job Opportunities, Presenting Multiple Reasons/Perspectives, Expressing Past, Present, and Future Temporal Frames of EventsĬommenting on People's Appearances and Qualities, Opinions with Different Degrees of Certainty, Personal Interest, Emotional State, Listener Reactions to Comments Talk about a TV Game Show, Compare Similar and Unlike Things, Degrees and Qualities, Qualifying an Opinion, Vague ExpressionsĬommenting on Insurance-Related Social Phenomena, Making Negative Statements, Vague References and Negative Events, Demonstratives and Degree Expressions Unit 4 Who Wants to be a Millionaire 百万富翁 Story telling, Elements of a Story (Who, When, Where, etc.), Addressee Behaviors in Story SessionsĬomments on Fashion Styles, Expressing Agreement/Disagreement, Approval/Disapproval, Support Arguments with Examplesĭiscussing Attitude toward International Experience, Contrasting Information, Elaborating Information, Supporting Ideas with Examples Showcasing ways to use natural conversation to develop teaching materials for L2 Chinese classroom use.
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