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Issues on Pedagogical Grammar in Teaching Chinese as a Foreign Language
Unformatted Document Text:  Issues on Pedagogical Grammar in Teaching Chinese as a Foreign Language (Abstract) By Jean Wu University of Oregon This paper explores issues related to pedagogical grammar in teaching Chinese as a foreign language at the college level. Specifically, it attempts to address theoretical and pragmatic questions such as the following: 1) Defining pedagogical grammar: How does it differ from theoretical grammar, and  how does it differ from those internalized by native speakers?  2) In light of the unique nature of pedagogical grammar, how to characterize it in  terms of specific content to be grasped by the learners? What topics/areas should Chinese pedagogical grammar mainly involve at different levels of proficiency (i.e. beginning, intermediate and advanced)?  3) What are the major challenges teachers face in terms of developing students  grammatical competence? 4) When it comes to curriculum design, where does grammar teaching stand? How  to incorporate grammar efficiently in the course of instruction? What effective teaching methodology can be utilized to enhance students’ grammatical learning experience? What are the good practices in dealing with grammar in the classroom? How to integrate grammar with interactive activities of listening, speaking, reading and writing? Adopting the communicative competence model in teaching grammar, this paper emphasizes the practice of incorporating grammar teaching and learning into the larger context of teaching students to use the language appropriately while recognizing the important role of overt grammar instruction in developing students overall proficiency. It will provide a lexicalized approach to grammar presentation and analysis, promoting the idea of teaching students the grammar they need to know to accomplish defined communication tasks. It will offer insightful theoretical perspectives and practical strategies to engage students in learning Chinese grammar in a meaningful, fun and effective manner, which would benefit teachers of Chinese in terms of reshaping their thinking towards Chinese grammar, with regard to what to teach, when to teach and how to teach.

Authors: Wu, Jean.
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Issues on Pedagogical Grammar in Teaching Chinese as a Foreign Language
(Abstract)
By Jean Wu
University of Oregon
This paper explores issues related to pedagogical grammar in teaching Chinese as a 
foreign language at the college level. Specifically, it attempts to address theoretical and 
pragmatic questions such as the following:
1) Defining pedagogical grammar: How does it differ from theoretical grammar, and 
how does it differ from those internalized by native speakers? 
2) In light of the unique nature of pedagogical grammar, how to characterize it in 
terms of specific content to be grasped by the learners? What topics/areas should 
Chinese pedagogical grammar mainly involve at different levels of proficiency 
(i.e. beginning, intermediate and advanced)? 
3) What are the major challenges teachers face in terms of developing students 
grammatical competence?
4) When it comes to curriculum design, where does grammar teaching stand? How 
to incorporate grammar efficiently in the course of instruction? What effective 
teaching methodology can be utilized to enhance students’ grammatical learning 
experience? What are the good practices in dealing with grammar in the 
classroom? How to integrate grammar with interactive activities of listening, 
speaking, reading and writing?
Adopting the communicative competence model in teaching grammar, this paper 
emphasizes the practice of incorporating grammar teaching and learning into the 
larger context of teaching students to use the language appropriately while 
recognizing the important role of overt grammar instruction in developing students 
overall proficiency. It will provide a lexicalized approach to grammar presentation 
and analysis, promoting the idea of teaching students the grammar they need to know 
to accomplish defined communication tasks. It will offer insightful theoretical 
perspectives and practical strategies to engage students in learning Chinese grammar 
in a meaningful, fun and effective manner, which would benefit teachers of Chinese 
in terms of reshaping their thinking towards Chinese grammar, with regard to what to 
teach, when to teach and how to teach.


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