q Topic:

L2 Chinese Pedagogy: Proceduralized Needs Analysis for Facilitating Learners’ Transcultural Cognitive Development （海外汉语教学法：学生的跨文化认知需求与教师的跨文化应对策略）

2. Lan Jiang (William Paterson University)

q Topic:

从美国公立中小学汉语教学的需求特点谈本土汉语持照教师的教学技能培养

3. Shanman Liao (City University of New York - BMCC)

q Topic:

Teaching L2 Chinese as a Heritage Language: Learner Needs and challenges to the Teacher

4. Fei Wang (City University of New York - BMCC)

q Topic:

Beginning L2 Chinese Learners’ Perceptions, Difficulties and Strategies

in Learning Written Characters at Introductory Level

=======================================================

Abstracts:

(1)

海外汉语教学法：学生的跨文化认知需求与教师的跨文化应对策略

L2 Chinese Pedagogy: Proceduralized Needs Analysis for Facilitating

Learners’ Transcultural Cognitive Development

姬建国

Jianguo Ji

应对美国学生在跨文化汉语习得中的语言文化认知需求，是施教活动的一个有机组成部分。然而，如何才能行之有效地应对并满足学生的认知需求，并不能凭空展开。对学生认知需求的应对，对跨文化意识的应用，对基本施教能力的发挥，这一切需要融入教学法运作的过程之中，才能得以完成。因此，应对学生跨文化认知需求的过程，就是一个跨文化的教学法运作过程。而对学生需求的应对策略的使用，也就是教学法运作形式的一种具体体现。认识到这一点，对于国际汉语师资培训（确定目标、大纲建设、课程设置、培训活动、教学实习、效果评估等）具有重要的实际意义。

(2)

从美国公立中小学汉语教学的需求特点谈本土汉语持照教师的教学技能培养

江岚

Lan Jiang

为尽快缓解及满足新泽西州乃至周边地区合格汉语教师严重短缺的情形，新泽西州立威廉·帕特森大学 (William Paterson University of New Jersey)人文与社会科学院下辖的“关键语言学习中心”在州政府和校方的大力支持下，依托语言文化系，利用联邦政府资助，从2008年暑期开始开办汉语教师证书暨第二学士学位班，致力于培养合格的公立中小学持照教师。

一年多以来，注册进入这个项目学习的学生，全都是汉语为母语的华裔移民。他们普遍具有大学毕业或以上的知识水平，都是为了要进入或转入汉语教学领域而报名入学，学习的动机和目的非常明确，积极性高，学习的自发能力、自主能力也很强。在目前相关教材匮乏，教学模式尚未完善的条件下，如何在短期内培养他们成为符合本土教育体制要求的持照教师，是对组织相关课程内容的一项挑战。本文通过对当地公立中小学汉语教学特点的分析，针对汉语教师班学生的特点和需求，结合教学实践，从教材处理技能和课堂教学技能两大方面，探讨培养美国本土汉语教师的基本教学技能的问题。

(3)

Teaching L2 Chinese as a Heritage Language: Learner Needs

and challenges to the Teacher

廖山漫

Shanman Liao

In 21 century, language and literacy education are viewed more than purely a linguistic issue. When L2 Chinese students come to the classroom with native Chinese language background, educators are facing special challenges. Heritage learners have some advantages over non-heritage language learners. From a theoretical point of view, many people tend to follow the same approach when examining the nature of L2 learning and heritage language learning.

However, there are many questions that need to be answered: How do we meet learners’ linguistic and culture needs in their heritage language learning? What should be taught in the classroom? Can we follow the standard to teach what we have taught in L1classroom? What shall we do to cope with their heritage language acquisition process? How do we distribute the weight of culture and language in teaching? How do we teach heritage learners with communicative instructional procedures? Once these questions are answered, our instructional operations will be much more smooth.

(4)

Beginning L2 Chinese Learners’ Perceptions, Difficulties and Strategies

in Learning Written Characters at Introductory Level

王菲

Fei Wang

This presentation is to analyze how L2 Chinese students process characters. In particular, I will focus on how students interpret characters and what kinds of resources or strategies they employ in learning and processing them. Pedagogical implications are also discussed.

- Teachers may sustain students’ interest through creating friendly environment, explaining meaning of radicals and allowing students to use pinyin as a crutch.

- Teachers may give explicit instruction on the structure of characters early.

- A good way to teach radicals is to group several characters together with the same radical.

- Teachers may take time to write characters stroke by stroke and break down characters into small parts.

- Textbooks or Workbook should print in big fonts for beginners.

- Teachers may show characters in different fonts and variation of strokes.

- Teachers may teach efficient learning strategies.

- Teachers need to keep updated with computer technology.