Articles
汉语述补结构数据库的构建及其可视化研究
(Development of an Online Database for Chinese Resultative Verb Compounds and Its Application Based on Data Visualization Technology)
詹卫东 (Zhan, Weidong), 北京大学 (Peking University)
马腾 (Ma, Teng), 腾讯计算机系统公司 (Tecent, Inc.)
田骏 (Tian, Jun), 北京大学 (Peking University)
砂岡和子 (Sunaoka, Kazuko), 早稻田大学 (Waseda University)
pp. 1-15: Article PDF
摘要:本文简述了“现代汉语述补结构用法词典”在线数据库的构建情况，提出基于该数据库、大规模语料库及已有的语义知识库，用事件语义相关度计算的方法来度量两个谓词性成分（V1，V2）构成述补结构的可能性，并探讨了述补结构用法词典数据及事件语义相关度计算的可视化呈现及其在对外汉语教学中的应用。
Abstract: This paper describes the development of an online database for Chinese resultative verb compounds. Based on the database and related linguistic resources, including a semantic lexicon and a large-scale corpus, the authors propose a new computing method using semantic correlations to determine if two verbs can be formed as a Resultative Compound. In order to use the database and the computational method to support Chinese teaching and learning as a second language more efficiently, a web-based demo program is developed with the help of data visualization technology.
语音识别技术在中文教学中的应用：一堂汉语拼音练习课的启示
(The Application of Speech Recognition Technology in Chinese Language Learning: What Can Be Learned From a Pinyin Lab Session)
笪骏 (Da, Jun), 中田纳西州立大学 (Middle Tennessee State University)
pp. 16-24: Article PDF
摘要：本文通过对一次汉语拼音课堂练习活动的观察初步探讨了借助语音识别技术进行拼音练习的三个基础问题。我们观察到目前的中文语音识别技术，比如像Google公司的语音识别引擎，可以给学生提供有意义的练习机会。这表现在Google语音引擎识别常用且有意义的言语时准确率更高，不能正确识别时给出的（出乎意料的）反馈让学生们觉得有趣，降低了他们的学习焦虑，学习变得更主动。虽然本研究有限的观察数据并不能充分证明语音识别技术对二语习得的益处，但我们至少观察到了学生学习行为的一些积极改变，这些改变是有助于二语习得的。我们的观察还表明在借助语音识别技术帮助学生进行拼音练习时最好使用（接近）真实的言语提示，避免使用无语义的音节组合或在真实生活中使用频率低的言语表达。
Abstract: This paper reports the findings from a language lab session where speech recognition technology was used to give students practice opportunities in Chinese Pinyin pronunciation. Our limited observations suggest that current Chinese ASR technologies, as exemplified by Google's Web Speech API, can provide opportunities for students to engage in meaningful pronunciation practices. This is demonstrated by students' more willingness to practice, and relaxed reactions to both the expected and unexpected feedbacks from the Google speech engine. Though we do not have sufficient data to demonstrate the effectiveness of current speech technologies in improving second language acquisition, our observations do indicate that it helps to lead to some good learner behaviors in language learning, which are acknowledged to be good indicators of better language acquisition. Our observations also suggest that when designing Pinyin activities it is better for instructors to provide students with meaningful and frequently used prompts rather than isolated syllables groups or low-frequency expressions.
Evaluating the Impact of the Use of the Internet on Learning Chinese by Students from the Confucius Institute of the University of Zimbabwe
(津巴布韦孔子学院学生在汉语学习当中互联网使用及影响的评价研究)
Chisoni, Godfrey (高飞), Jilin University (吉林大学)
Mushangwe, Herbert (李开明), University of Zimbabwe (津巴布韦大学)
pp. 25-42: Article PDF
Abstract: The rise in technology-mediated life activities is now unavoidable throughout the world. The spread of Chinese as a second language and the emergence of the Internet as a source of information and tool for language learning are mutually enforcing trends that need attention from language learners and researchers. The students at the University of Zimbabwe are also not an exception. While the majority of these students are now using the Internet for learning Chinese, there is also need for them to develop some new critical and interpretive skills which will help them to fully utilize the internet for maximum benefit. On the other hand, the teachers of Chinese language and culture need to understand how the Internet is influencing and revolutionizing the learning of Chinese language. This paper therefore evaluates the use of the Internet by University of Zimbabwe students in acquiring Chinese and the need for new frameworks for teaching and learning strategies, which will see students benefiting more from the use of the Internet.
摘要:随着网络技术的飞速发展，互联网时代已经进入了我们的生活并影响了生活很多方面。二十一世纪是一个信息化的时代，在这个时代学习一门外语是有必要的。由于中国的国际地位不断提高及中国的经济快速增长，世界很多地方出现了汉语学习的热潮；现在很多国家重视汉语教学，同时互联网也已经渗透到我们生活的各个领域。现在很多师生在教学及学习汉语时也已经开始了使用互联网。通过互联网可以更快的搜到很多汉语学习资料。津巴布韦大学孔子学院的学生也不会例外。虽然大多数学生现在使用互联网进行汉语学习，但是也需要先为他们制定一些新的网络学习技能，网络学习方法能帮助他们充分利用互联网学习汉语。在另一方面，汉语教师也需要了解互联网对学生汉语学习的影响。因此，本研究试图对津巴布韦大学孔子学院的学生在学习汉语时使用网络的情况进行评价，并提出一些教学策略和新的教学框架，将来可以让学生更有益的使用网络学习汉语。
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An Introduction to Using iBooks Author 2.0 and Creating Teaching Materials for Chinese Language Instruction
(介绍如何用苹果爱书2.0作者版本以及制作中文课的教学材料)
Day, Steven (戴伊), Benedictine University (美国班尼迪克大学)
pp. 43-60: Article PDF
Abstract: This article offers a brief introductory overview of Apple’s iBooks Author version 2.0, in particular new features relevant to language pedagogy, and how it can be used to create original e-books and instructional materials for Chinese (or other) language courses. Although other excellent applications used to create e-books are available, features new to iBooks Author 2.0, namely the addition of interactive widgets, differentiate it from other such applications. By providing immediate feedback to students, the Review widget in particular, I contend, has pedagogic benefits that make iBooks Author worthy of serious consideration for creating original course materials, despite proprietary limitations based on platform. The article will conclude with a summary of the benefits and limitations of using iBooks Author 2.0 to create instructional materials in Chinese.
摘要：本文简明扼要地介绍了苹果爱书2.0作者版本的全貌，尤其是新增的有关语言教学的功能，以及如何用该版本来制作新颖的汉语及其它语言课程的电子书和教学材料。尽管市面上也有别的优秀的应用软件，但苹果爱书2・0作者版本的新功能，也就是互动视窗，令它从众多其他应用版本中脱颖而出。我可以负责任的说，苹果爱书的复习视窗是很值得考量的功能，尽管在使用平台上它有所有权方面的局限，但它通过给学生提供及时的回馈，具备了在创作课程材料时的独特教学优势。本文最后总结了使用苹果爱书2.0作者版本制作汉语教学材料方面的优点和局限性。
多屏互动和屏幕镜像技术及其在语言教学中的应用
(An Introduction to Multi-Screen Interaction and Screen Mirroring Technology and Its Applications in Language Teaching and Learning)
刘士娟 (Liu, Shijuan), 宾州印第安那大学 (Indiana University of Pennsylvania)
pp. 61-73: Article PDF
摘要：随着智能手机和平板电脑拥有者人数的增加，如何实现这些新移动设备和电视及笔记本电脑等原有设备之间的互动和资源使用最优化，成为最近两年广大用户、生产商、技术人员及其他有关人士关心的热门问题。支持多屏互动和屏幕镜像技术的各种硬件和软件也应运而生。本文首先对屏幕镜像和多屏互动技术作一简单解释，其次介绍几种支持设备间屏幕镜像和多屏互动的硬件(比如Chromecast和Apple TV）、软件和应用程序(比如Airserver、Reflector、Ausus PC Link、 Project My Screen 等)，然后对其在语言教学中的应用做些评析。文章最后推荐了一个可支持各种设备且可简单高效用在语言课堂教学中的网站(getKahoot.com)。
Abstract: As more and more users own smart phones and tablets in addition to computer and TV devices, the collocated interaction with these devices “poses the question of how to seamlessly connect the different display spaces and their afforded interactions” (Leigh, 2015). Building an ecology of devices to provide users with fluid experience (Rick, 2009) has received increased attention from various stakeholders across fields. This article first provides a brief explanation to the emerging multi-screen interaction and screen mirroring technology, then introduces some pieces of hardware (e.g., Chromecast, Apple TV), software, and apps (e.g., Airserver, Reflector, iTools, PC Link, Project My Screen, Doceri, Display Note) that support screen mirroring and interactions among devices (i.e., TVs, computers, smart phones, and tablets). The article then analyzes the applications of these tools in language teaching and learning. While some tools can be used in language teaching and learning, most of them have limitations, such as only supporting devices running certain operating systems, not cost effective ( in terms of time and/or money) for language classrooms. Finally, the article recommends Kahoot (getKahoot.com), a free game-based online platform, supporting all devices with Internet access, which can be easily and effectively used in language teaching and learning. |
