Teaching-Chinese-as-a-foreign-language

78中国外语教育（季刊）ForeignLanguageEducationinChina(Quarterly)　2008年5月May2008第1卷 第2期Vol.1 No.2SelectedEnglishAbstractsTeachingChineseasaforeignlanguageHUZhuanglin ………………………………………………………………………………………………3Followingthefirstwaveof“thecrazeforChinese”inthe1970s,theturnofthenewcenturyhaswitnessedthearrivalofthesecondwave,widerandstronger.Thepaperattemptstogiveanaccountofthisphenomenonethnically,economically,politically,culturally,linguistically,technologically,andgeographically,andgoondiscussingtherepresentationofthecrazebothoutsideChinaandwithinthecountry,whichareaccompaniedbytheexecutionofHSK—ChineseProficiencyTest,andtheextensionofConfuciusInstitutesinmorethan60countries.However,weshouldalsobeawareofanypossibleissuearisingfromallthisandreadyformeasurestosolveproblemstimelyandefficiently.Task-basedlanguageteaching:fromtheorytopracticeCHENHuiyuan ……………………………………………………………………………………………11Basedonadiscussionoftheoreticalissuesrelatedtotask-basedapproach(TBA)ortask-basedlanguageteaching(TBLT),thearticlereportshowTBAwasappliedintwospecificEnglishcoursesinauniversityinChina.TBAisfoundtobeoriginatedfromcommunicativeapproachesintheearly1980s.ItsbasicconceptissimilartoVygotsky’stheorywhichseesmentaldevelopmentevolvingwithinsocialinteractionsandwhichoutlinesthreestagesof“regulation”necessaryforindividualdevelopment,namely:object-regulation,other-regulationandself-regulation.Theconceptof“enabling”relatedtoTBAcoincideswiththeconceptof“self-regulation”inVygotsky’stheory,whichhasbeentakenasoneofthepsychologicalbasesofTBA.AstohowTBAorTBLTcanpromotesecondlanguageacquisition,twoideaswerediscussed.Theyare“interaction”model,andinformationprocessingmodel.BasedonthegeneralideaofTBA,classroomteachingactivitiesweredesignedandcarriedoutwiththeguideofthe4principlesoutlinedbySkehan.AfterexploringTBA/TBLAfromitstheoreticalaspectstopracticalapplication,oneofthesuggestionsthewriterputsforward,forteacherswhofeellostinfaceofmultipleteachingapproaches,isthattheunderstandingofthebasicideaandconceptoftheapproachismoreessentialthanjustcopyingthesuperficialmethods.Textmemorizationandimitation:thepracticesofsuccessfulChineselearnersofEnglishDINGYanren ………………………………………………………………………………………………19Goodlanguagelearnerstudiesshowthatattendingtoformisassociatedwithsuccessfullearning.ThispaperreportsinterviewswiththreeuniversityEnglishmajorswhohadwonprizesinnationwideEnglishspeakingcompetitionsanddebatetournamentsinChina.TheintervieweesregardedtextmemorizationandimitationasthemosteffectivemethodsoflearningEnglish.Theyhadbeeninitiallyforcedtousethesemethodsbutgraduallycametoappreciatethem.Thepracticeenabledthemtoattendtoandlearncollocations中国外语教育（季刊）ForeignLanguageEducationinChina(Quarterly)　2008年5月May2008第1卷 第2期Vol.1 No.2SelectedEnglishAbstracts79andsequences,toborrowthesesequencesforproductiveuse,toimprovepronunciation,andtodevelopthehabitofattendingtodetailsoflanguageinthecontextoflanguageinput.Thepaperconcludesthatsuchpracticeenhancesnoticingandrehearsalandhencefacilitatessecondlanguageacquisition.AstudyoftherelationshipbetweenlanguagelearningstrategiesandthegenderofindependentcollegestudentsZHOUMianmian ……………………………………………………………………………………………27Thisstudy,bymeansofquestionnaire,investigatestheapplicationofEnglishlearningstrategiesbythestudentsinatypicalindependentcollege,CollegeofScienceandTechnology,NingboUniversity,andanalyzesthecharacteristicsoftheirstrategy-utilizing,andthedifferencesbetweengenders.Interlanguageresearch:itstrajectoryof35yearsofdevelopmentLIUShaozhong ……………………………………………………………………………………………34Firmlysituatedatthecorepositionofsecondlanguageacquisitionresearchagenda,interlanguageresearchhasspiraledfromamerehypothesis35yearsagothroughaprocessoftheory-extension,systems-evidencing,methodology-exploring,andpragmatics-shifting.Probingintosuchaprocessnotonlyhelpsusclearlyseethetrajectoryofitsdevelopment,butalsoaddstoourknowledgeaboutinterlanguagestudiesasawholeanditsedge-cuttingresearchinparticular.CorporaandlanguageeducationXIAOZhonghua&XUJiajin …………………………………………………………………………48Corpuslinguisticsasamethodologyoflinguisticsresearchhasgainedsuchprominenceovertimethatcorporahavebeenusedextensivelyinnearlyallbranchesoflinguistics.Thisarticleexplores,throughaseriesofstudiesundertakensofar,thepotentialusesofcorpusdatainoneoftheseareas–languageeducation.Wewilldiscussawiderangeofissuesrelatedtousingcorporainlanguagepedagogy,includingsyllabusdesign,materialsdevelopment,data-drivenlearning(DDL),teachinglanguageforspecificpurposes,languagetesting,teachertrainingaswellaslearnercorpusandinterlanguageanalysis.Developinglearners’interculturalawarenessandcompetenceofself-reflection—Teachingbeliefandpracticeof“LanguageandCulture”and“InterculturalCommunication”GAOYihong ………………………………………………………………………………………………59Thispaperdescribestheauthor’steachingbeliefandpracticeofhercourses“LanguageandCulture”and“InterculturalCommunication.”Sheholdsthatthecourseobjectiveshouldbecenteredonthedevelopmentoflearners’interculturalawarenessandcompetenceofself-reflection,ratherthansystematicknowledgeof80中国外语教育（季刊）Fo