Articles
网络参与式学习工具的评测与虚拟课堂软件的选择标准 (The evaluation of web participatory learning tools and the criteria for selecting virtual classroom software)
许德宝 (Xu, De Bao), 汉米尔顿大学 (Hamilton College)
pp. 1-22: Article PDF
摘要：
网络参与式学习工具在第二语言习得中的显著优势以及虚拟课堂在网络教学和远程教学中的必不可少性使网络参与式学习工具的评测与虚拟课堂软件（Virtual Classroom Software, VCS）的选择成为科技与语言教学中的两个重要课题。本文根据Fortin（1997）提出的参与度和互动性的定义，在许/靳（2009）提出的测量参与度和互动性六项标准数字化的基础上对六种常见网络参与式学习工具（讨论板、Discussion board、博客Blogs、Skype型软件、Moodle型服务网、LiveMocha和第二人生，Second Life）进行了评测。同时，把测量参与度和互动性的六项标准运用到虚拟课堂软件的选择上，筛选出了九种适合于语言教学的虚拟课堂软件并在此基础上提出了选择虚拟课堂软件的四项标准。本文共分四部分，一是研究动机，二是网络参与式学习工具的评测，三是虚拟课堂软件的选择标准，四是结语。
Abstract:
The advantage of web participatory learning tools in second language acquisition and the cruciality of virtual classrooms in distance learning have raised two questions for the study of technology-based language teaching and learning: (1) how to evaluate the web participatory learning tools, and (2) how to select the virtual classroom software (VCS) for language teaching and learning. Based on the concepts of participation and interaction established by Fortin (1997) and the six numerical measures of participation and interaction proposed by Xu & Jin (2009), this paper evaluates six commonly used web participatory learning tools (discussion board, blogs, Skype-type software, Moodle-based service network, LiveMocha, and Second Life). Meanwhile, it extends the six numerical measures of participation and interaction to the selection of VCS by filtering out nine VCS for language teaching and learning and summarizing four criteria for VCS selection. §1 is motivation, §2 is the evaluation of web participatory learning tools, §3 is the criteria for VCS selection, and §4 is conclusion.
“中美文化交流咖啡室”：文化教学在网络平台上的实践与思考 (China-USA Culture Exchange Café: Practice and reflections on teaching culture on the web)
姜松 (Song, Jiang), 夏威夷大学
(University of Hawaii at Manoa)
pp. 23-36: Article PDF
摘要：
近年来，文化的导入正在成为第二语言教学研究所关注的课题。有关第二语言文化教学的研究显示第二语言文化的导入对于学习者在目的语环境中能否成功地完成交际任务起着至关重要的作用。对于第二语言教育者来说，语言课程上文化导入的最大挑战在于如何为学习者在母语文化和目的语文化之间建立起沟通的桥梁，如何有效地突破第二语言交际中存在的文化屏障。网络语言教学的成熟和完善使传统的课堂得到了前所未有的延伸，也为第二语言的文化教学提供了新的可能。本文通过对夏威夷大学研发的中美文化网络对话平台“中美文化交流咖啡室” 的概括介绍和试用结果分析，展示“咖啡室”为文化教学设计的一系列中美学生网上互动任务，如文化词汇系联、完成句子、情境应对、真实语言材料的研习和反思，自由论坛等，阐明网络平台在文化教学中所发挥的搭建桥梁和突破屏障的作用，探讨试用过程中出现的问题和改进措施。本文认为网络平台上的文化互动不仅能够使中美英汉两种语言的学习者通过网上任务的完成，分享、反思和深化对彼此文化的理解，提高目的语的表达与交际能力，而且能够实现语言及文字能力的共同提高。
Abstract:
In recent years, the integration of the teaching of culture into the practice of teaching language has received increasing attention. Research on teaching second language and culture has shown that the integration of culture into study of the second language can provide critical support for learners’ successful completion of communicative tasks in the target language environment. For second language educators, the most challenging aspect of integrating culture in language courses lies in how to effectively overcome culturally based barriers to communication and build communicative bridges spanning the cultural gap between their learners and speakers of the target language. As the Internet comes of age, the capabilities of the traditional classroom are being extended and expanded into the online universe, offering unprecedented possibilities for the teaching of the culture of second languages. This paper offers an overview and analysis of trial results using a web-based platform for intercultural dialogue developed at the University of Hawaii, the “China-USA Business Café.” The Café features a series of online interactive tasks designed to teach culture to Chinese and American business students, including word association, sentence completion, situational response, comparison of and reflection on authentic materials, and free discussion forums. Assessment performed on trial implementation of these tasks shows that this web-based teaching platform can help remove cultural barriers and bridge the cultural gap, while at the same time pointing to needed improvements in the design of the exchange. This paper finds that through completion of culturally focused interactive tasks followed by reflection and discussion in the web-based intercultural exchange described, Chinese and American learners can not only deepen mutual understanding but also enhance their interpretive and expressive abilities in each other’s target language.
移动学习——播客华语辅助教学初探
(Mobile learning–Podcasting for Chinese language learning)
陈桂月 (Chin, Kwee Nyet), 新加坡国立大学 (National University of Singapore)
林琼瑶 (Lin, Chiung Yao) , 新加坡国立大学 (National University of Singapore)
曾伟明 (Chan, Wai Meng), 新加坡国立大学 (National University of Singapore)
pp. 37-49: Article PDF
摘要：
随着科技的发展，移动学习越来越受学习者的欢迎。播客作为一种移动学习的方式正逐渐受到语文教师的重视，但有关华语播客的研究报告相对于其他欧美语言却显得相对较弱。新加坡国立大学语言中心也为学习华语作为外国语的学生制定了一个播客辅助教材。本文就以参与学习的200个大学生作为调查对象，探讨播客作为华语辅助教学的作用，以及学生的学习效果。通过问卷调查及定量定性分析，探讨播客在教学上的成效，为对外华语教学提出具体建议。
Abstract:
Mobile learning has become possible with the rise of modern technology. Some studies of podcasting in language teaching and learning have thus far been conducted on European languages; whereas nearly none has been done on the Chinese language. The Chinese Language Programme of the Centre for Languages Studies at the National University of Singapore started a developmental project on podcasting in September 2009. This project intends to explore the possibilities and implications of podcasting technologies in Chinese language teaching and learning, namely how podcasting technologies can be harnessed to create supplementary podcast lessons, and how effective it is to strengthen learners’ listening and speaking skills, and their knowledge of sentence structures. There are 200 students from beginner and intermediate Chinese courses involved in this project. This paper will look at the background of the podcast project, the pedagogical considerations behind the design of the podcast lessons, and the included learning contents. It will also report on the results of the analysis of the quantitative and qualitative data.
对外汉语网络课程教学实例分析 (Online Chinese teaching and learning: A case study)
程朝晖 (Cheng, Zhaohui), 肯尼索州立大学 (Kennesaw State University)
pp. 50-68: Article PDF
摘要：
本文基于4个学期的汉语网络语言课程的实际教学实例，对汉语网络语言课程的学习与教学做一个纵向的分析、研究，为汉语的网络教学提供一些实际的经验、教训。研究的材料、方法包括对课程和学习者的语言测试、观察分析以及问卷调查和数据统计分析。本人的这份研究结果有以下几点启示：1. 如果网络课程设置得当，则听说读写各方面的教学结果与课堂教学相当，但在效率上不及课堂教学。2. 对于汉语语言课程的学习，学习者可能更喜欢选用面对面的课堂学习方式，而非网络课程。汉语水平越低的学生越是如此。因此，网络课程的设计如何更人性化、更加强调学习者之间的相互交流和互动、更及时有效的反馈将是网络语言课程设计所要注意的方面。3. 汉语网络课程可以提高学习者的汉字识字水平。4. 即使是网络教学课程，教师的作用仍然非常重要，不可忽视。网络语言课程的效果离不开学习者严格的自律和教师的严格要求与监督。
Abstract:
This study is based on my four-semester online Chinese teaching experience, focusing on comparative analysis of learning outcomes from the teaching models of both face-to-face and online instructions. My study suggests that online Chinese instruction may obtain similar learning outcomes if it is carefully designed and well executed, but the efficiency isn’t as good as the one of classroom instruction. Learners may still prefer face-to-face class if both types of instructions are available, especially for those at the lower or beginner’s levels. This study also suggests that the design of online language instruction should pay a close attention to students’ interactivities as well as other communicative modes in order to create a native or near native language learning environment. Online Chinese instruction may help learners gain their abilities to recognize Chinese characters due to more readily available online readings materials. Finally, the instructor’s supervising and the learner’s self-discipline are equally important to ensure the effectiveness of online learning.
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唱歌學中文的工具 (Tools for teaching Chinese through songs)
林金錫 (Lin, Chin-Hsi), 加州大學爾灣分校 (University of California, Irvine)
pp. 69-83: Abstract | Article PDF
摘要：
本文將介紹如何利用科技工具進行唱歌學中文，並將重點放在TuneWiki的使用。本文共分三部分，第一部分介紹唱歌學語言的優點，第二部分介紹與數位化唱歌學語言相關的各種軟體，並以免費工具為主。第三部分介紹與唱歌學中文相關的教學活動，可以讓教學多點變化，並提供選擇歌曲的建議，最後針對兒歌、初級與中級程度各列出了幾首歌供老師選擇。
Abstract:
This article introduces how to use technology to facilitate learning Chinese through song, specifically on a website TuneWiki. This article has three sections. Based on previous research, the first section summarizes the benefits of using songs in language learning. The second section introduces five types of software and websites for using songs in language class, and most of them are free tools. The third section provides example activities for using songs in language class and suggestions for song selection as well as a list of songs for beginners and intermediate learners of Chinese.
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