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9 ( 79 ) (1993), 1 (1999), 1 (2005), 1 (1990), : (1992), : (2005), 1 (2004), 1 (1980), : (1994), 2 (1999) IUP, ( ) (1992), 2 (2004), 1 (2004) : Performance, 4 (2004), 1 (2005), 2 Austin, Ann E. shifting context. cation 26. 2, ( 2003) Creating a bridge to the future: Preparing new faculty to face changing expectations in a The R eview of H igher Education: The Journal of the A ssociation for the S tudy of H igher Edu2 Chou, Chih2p ing (2006) Letters from readers. Journal of the Chinese Language Teachers A ssociation 41. 1, i - vi2 ii. Fogg, Piper (2004) For these p rofessors, Practice is perfect: A category of full2time faculty members, who concentrate on teaching but are not eligible for tenure, gains favor on some campuses. Education, Ap ril 16. The Chronicle of H igher Fox, Cynthia A. ( 1992) Toward a revised model of TA training. In Joel C. W alz ( ed. ) D evelopm ent and supervi2 sion of teaching assistants in foreign languages, Boston, MA: Heinle & Heinle Publishers. J in, Hong Gang ( 2004a) The role of formulaic speech in teaching and learning patterned Chinese structures. Journal of the Chinese Language Teachers A ssociation 39. 1, J in, Hong Gang (2004b) The importance of CFL teacher training on elicitation techniques. Journal of the Chinese Language Teachers A ssociation 39. 3, J in, Hong Gang, and H sin2hsin L iang ( 2004) A thematic app roach to teaching language form s and functions. Journal of the Chinese Language Teachers A ssociation 39. 2, Kubler, Cornelius C. - vi. ( 2006) Letters from readers. Journal of the Chinese Language Teachers A ssociation 41. 2, i L iang, H sin2hsin (2004). Journal of the Chinese Language Teachers A ssociation 39. 1, L iang, H sin2hsin ( 2005 ) How to imp lement the enhancement of classroom interaction using the thematic ap2 p roach. Journal of the Chinese Language Teachers A ssociation 40. 1, L ink, Perry ( 2005) On the relations of genetics, marriage, and oral ability in M andarin. In Chen2ching L i, Yea2 fen Chen & H sin2hsin L iang ( eds. ), Reflecting on the future of Chinese language pedagogy: Honoring the 402year distinguished career of professor George Chih2ch ao Chao, Taipei: Shida Shuyuan. McGinnis, Scott ( 2005) From m irror to compass: Chinese as a heritage language education in the united states. 122

( 2003) Creating a bridge to the future: Preparing new faculty to face changing expectations in a The R eview of H igher Education: The Journal of the A ssociation for the S tudy of H igher Edu2

10 : In Chen2ching L i, Yea2fen Chen & H sin2hsin L iang ( eds. ), Reflecting on the future of Chinese language pedagogy: Honoring the 402year distinguished career of professor George Chih2ch ao Chao, Taipei: Shida Shuyuan. Shulman, L. S. ( 1987) Knowledge and teaching: Foundations of the new reform. Harvard Educational Review 57. 1, Tsui, Amy B. M. ( 2003) U nderstanding expertise in teaching. New York: Cambridge University Press. Tsui, Amy B. M. ( 2005) Expertise in teaching: perspectives and issues. In Keith Johnson ( ed. ), Expertise in second language learning and teaching, New York: Palgrave Macm illan. W alton, A. Ronald ( 1989) Chinese language instruction in the United States: Some reflections on the state of the art. Journal of the Chinese Language Teachers A ssociation 24. 2, W aters, A lan ( 2005) Expertise in teacher education: Help ing teachers to oearn. In Keith Johnson ( ed. ), Ex2 pertise in Second L anguage Learning and Teaching, New York: Palgrave Macm illan. Wong, Timothy (1990) On a core of agreement in Chinese language Instruction. Journal of the Chinese Teach2 ers A ssociation 25. 1, , ( : Department of A sian Studies, W illiam s College,W illiam stown, MA 01267) ,,, ( ) : : : 1) 5, 3, A4, 2),, : : huyong6@126. com : ( ) 123

ida Shuyuan. Shulman, L. S. ( 1987) Knowledge and teaching: Foundations of the new reform. Harvard Educational Review 57. 1, 1-22. Tsui, Amy B. M. ( 2003) U nderstanding expertise in teaching.

11 Key w ords sian2chinese teaching Chinese as a second language p ronunciation triphthong Indone2 An investiga tion of the d istr ibution of m ean ing item s and errors of comm on ly used polysem es found in the Ch inese In terlanguage Corpus L I Hu i, L I Hua, FU Na and HE Guojin, p commonly used polysemes are chosen from the Chinese Interlanguage Corpus devel2 oped by Beijing Language and Culture University and the distribution of their meaning item s in both interlanguage and standard modern Chinese was studied. It is found that the meaning item s of most of the polysemes have the same frequency. However, som e high2frequency item s and low2frequency item s of some polysemes in interlanguage are not in accord with those in standard Chinese due to the lim ited Chinese level of the second language learners, the special study and living environm ent and content of w ritings. It is also found that there are certain tendencies for different item s of a word by analyzing the usage of polysemes in interlanguage. To reduce er2 rors, close attention should be paid to distinguish different type of errors related to the m eaning item s of polysemes in teaching. Key w ords polysemes meaning item Chinese interlanguge error An ana lysis of the m odels of teacher prepara tion of U. S. college Ch inese language teachers [ U. S. A] Y U L i, p114 W hat kind of expertise should be required of a Chinese language teacher? This question has been an on2going top ic for discussion and som etimes even debate in the field of teaching Chinese as a foreign language in both China and the U. S.. This article deals w ith this issue from the perspective of teacher p reparation. It describes the status quo of two models of teacher p reparation for U. S. college Chinese teachers, namely, teacher education and teacher train2 ing. It also analyzes the p ros and cons of various training set2up s associated w ith these two mod2 els. B ased on this analysis, the author makes several recommendations to Chinese language teacher p reparation institutions in China, which include expanding the breadth of know ledge for future teachers, enhancing the training of p ractical teaching skills, as well as strengthening re2 search into actual classroom p ractices of expert teachers. Key w ords teaching Chinese as a foreign language teacher p reparation teacher educa2 tion teacher training models Japanese undergradua te studen ts perception s of CSL cla ssroom activ ities in a Ch inese con text D ING Anq i, p124 Based on an investigation, this paper argues that Japanese undergraduate students per2 cep tions of CSL classroom activities differ significantly on some aspects. The older they are, the longer they stay in China and the higher their grade is, the less efficient they consider the class2 room activities. Key w ords classroom activities individual differences significant differences

and Culture University and the distribution of their meaning item s in both interlanguage and standard modern Chinese was studied.

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