A Cognitive approach? Instructional Steps in teaching the Construction Zhiqun Song

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1 A Cognitive approach? Instructional Steps in teaching the Construction Zhiqun Song

2 Overview My own situational teaching experiences Other methods suggested by various researchers

3 Introduction

4 Analysis into the structure of construction disposal construction by Chinese grammmarians treat the as a coverb in a sentence Sub. + + Obj. + V. + Other elements. Three structural features must be presented The object of the coverb must be of definite reference; Both speaking parties need to know what they are talking about. The main verb of the sentence must be followed by a complement or less commonly, by a second noun; The main verb must be an action verb.

5 Learners production rate Wen s study: Other Study: Conservative learners: drop object, SVO sentence substitution Multiple ways need to be found for teaching this pattern

6 SVOC S OVC S++N1+V++N2 N1N2N1N2

8 SVOC S OVC S O V C

9 Conversational teaching sentence pattern in discourse situation: Students learn through physical activities and total responses

10 Communicative Language Teaching

11 Teaching Procedures Step 1: Step 2: Step 3: What has she done? Someone would answer:. Continue to ask: what has happened to the coke? I will explain to students: Here emphasis is on the object coke therefore Topic- comment sentence is used. Change my way of asking: Who has drank that bottle of coke? She has drunk that bottle of coke. Emphasize the sentence pattern here: Who has done something to the object coke and has taken some effect on the object coke. The order of sentence: It s exactly what happened to the object.

12 summarize the pattern of sentence order by having students pratice with responses: S O (coke) V + le V + rvc + le V + object+le V + result(gei + object) V + zai

13 =+ S++N1+V++N2 N1N2 Eg. S++N1+V++N2 Eg.

14 More role play practice follows: Let them think critically and correct mistakes by themselves. Ask students to think about what happens: the word order is exactly the same as their action. Have students hand in homework. While they are doing the action, ask each of them the question.? Answer expected:. or Have students do Chi- Gong :

15 Other role play examples Have students describe what happened between me and the students. / / x

16 V+

18 Imperative sentences: Reinforce the word order of what has happened.

20 Comparison teaching: The lack of a definite article in Mandarin (there is no words such as the in Chinese) is, at least in this case, compensated by the use of (Gao, 2000). In other words, in such sentences, the difference in meanings- as shown in the English translation is borne out by either the absence or presence of. Word Order of - structure: S+O+V (instead of S+V+O) (Gao, 2000). Chinese Sentence Literal translation English translation I drink le tea I drank some tea. I tea drink le I drank the tea.

21 More Comparison teaching exercises and teaching and constructions simultaneously

22 :

23 Use picture aids for construction teaching

26 (Wen s study) =+ +

27 More for Advanced level of class More different forms of complement should be illustrated and practiced Example:

30 Conclusion students learned sentence patterns in a much more effective way Every road leads to Rome. While teaching the constructions, never forget to provide discourse situations for students to use the construction The goal is to help them use the special pattern in real life situation: How to Communicate.

31 Bibliography Wen, Xiaohong, A Daunting Task? The Acquisition of the Chinese Ba- Construction by Nonnative Speakers of Chinese. Journal of Chinese Linguistics. Wen, Xiaohong, Acquisition of the Displacement Ba- Construction by English- Speaking Learners of Chinese. Journal of Chinese Linguistics. Humphries, Jennifer., Li, Audrey., And Wei, Cathy., Ultimate Mandarin Chinese: beginner intermediate. New York: Living Language, Random House Information Group. Po- Ching, Yip., and Rimmington, Don., 2004.Chinese: A Comprehensive Grammar. London and New York: Routledge Taylor & Francis Group. Gao, Mobo C.F., Mandarin Chinese: An Introduction. New York: Oxford University Press. Xing, Janet Zhiqun., Teaching and Learning Chinese as a Foreign Language. Lawence, Hong Kong: Hong Kong University Press. National Standards in Foreign Language Education Project Standards for Foreign Language Learning in the 21 st Century. KS: Allen Press, Inc. Comparative Grammar of Chinese and English. Available online: Wang Li- Xiang., Chinese Special Sentence Patterns and Teaching Chinese as a Foreign Language. Hangzhou: Language and Cognition Center, Zhejiang University Huang, Xiaoying. Practical Chinese: Grammar Textbook With Pictorial Aids. Beijing: Beiging University Press Everson, Michael and Shen, Helen., Research Among Learners of Chinese as a Foreign Language. Honolulu, Hawai i: National Foreign Language Resource Center, University of Hawai I, 2010 Also available online: +chinese&source=bl&ots=qnb_okaiqh&sig=a3slifkwqsfpomxb5bai6awxpeu&hl=en&ei=r4uttv6xcakjsglv8ct4dg&sa=x&oi=book_result&ct=result&resnum=9&ved =0CIYBEOgBMAg#v=onepage&q&f=true The Construction. Availabe online:

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