第四屆 研討會 2018 The 4th International Conference on Teaching Chinese as a Second Language

第四屆 研討會 2018 The 4th International Conference on Teaching Chinese as a Second Language

目錄 行程 1 議程 總議程會議須知論文發表 Section1 論文發表 Section2 論文發表 Section3 3 4 5 9 13 專題論壇 I. 結合創新科技的國際漢語教學研究 II. 國際漢語教師師資培育的對話 18 22 論文摘要 A F K 附錄通訊錄 論文發表者通訊錄 與會貴賓會議通知 誌謝 第四屆國際漢語教學研討會籌備委員會 28 55 85 110 113 115 117 118

1 行程 4

5/30 參訪 康橋國際雙語學校 秀岡校區 新北市新店區華城路800號 5/31 研討會 國立臺灣師範大學圖書館校區 >進修推廣學院1F演講堂 >國際會議中心 台北市大安區和平東路一段129號 晚宴餐敘 公務人力發展學院 福華國際文教會館 > B1交誼A廳 台北市大安區新生南路三段30號 02-7712-2323 #2108 1

2 議程 2

立臺灣師範大學圖書館校區進修推廣學院一樓演講堂5/31 08:30 報到 08:30-09:00 09:00 開幕式 主席 / 貴賓致詞 宋曜廷國立臺灣師範大學副校長潘淑滿國立臺灣師範大學國際與社會科學學院院長 09:20 專題論壇 I 結合創新科技的國際漢語教學研究 10:20 10:40 主持人 引言人陳學志籃玉如洪嘉馡 宋曜廷國立臺灣師範大學副校長 茶敘 12:20 午餐 國立臺灣師範大學教育學院院長國立臺灣師範大學華語文教學系特聘教授國立臺灣師範大學華語文教學系助理教授 專題論壇 II 國際漢語教師師資培育的對話 主持人蔡雅薰國立臺灣師範大學副教務長引言人陳振宇國立臺灣師範大學華語文教學系系主任施仲謀香港教育大學中國語言學系系主任袁慧碧桂園十里銀灘學校 IB workshop leader 徐文淞康橋國際學校秀岡校區校長李志成義大國際高級中學校長 13:10 論文發表 section1 A.B.C.D.E 14:30 論文發表 section2 F.G.H.I.J.K 15:50 茶敘 16:10 論文發表 section3 K.L.M.M 臺師大圖書館校區進修推廣學院 1 樓演講堂 國際會議中心 2/3 樓教室 * 詳細請見 P.5~P.15 國17:30 閉幕式 3

1. I 60 2. II 100 3. 15 20 4. 2 5. 6. 5 1. 2. 3. 4

Section1 13:10 14:30 A.B.C.D.E 五場次 同時進行 5

A IB 國際文憑教育 B 漢語教學 臺師大圖書館校區進修推廣學院一樓演講堂 臺師大圖書館校區國際會議中心二樓 2E 教室 主持 / 張連航 香港教育大學中國語言學系副系主任 主持 / 施仲謀香港教育大學中國語言學系系主任 A-1 IBDP 語言 B 課程的能力描述 B-1 全港性系統評估小學記敘文寫作初探 張連航 香港教育大學中國語言學系 張紫薇 香港教育大學中國語言學系 A-2 IBDP 跨學科課程設計探論 - 以中文 A 語言文學及 CAS 為例 蕭士軒 康橋國際學校 B-2 初探泰北華裔學生應用文寫作教學 翁亞婷 國立臺灣師範大學華語文教學系暨研究所 A-3 教學觀察 同儕觀課與反思融入 IB 師培課程之探究 B-3 德國華語文普通教材之跨文化溝通研究 蔡雅薰 國立臺灣師範大學華語文教學系 劉慧敏 臺中教育大學語文教育學系 A-4 IB-PYP 漢語教學的實踐與反思 - 以義大國際高中國小部為例 鄭竹君 義大國際高中 B-4 語料庫在香港語文教學上的應用探究 彭志全 香港大學教育學院 國小部暨中文學科 A-5 專案導向學習在中文 B 普通課程之應用 林建宏 國立暨南國際大學華語文教學碩士學位學程 6

C 漢語教學 D 第二語言習得研究 臺師大圖書館校區國際會議中心二樓 2A 教室 臺師大圖書館校區國際會議中心三樓 3E 教室 主持 / 謝家浩 香港教育大學中國語言學系副系主任 主持 / 鍾鎮城國立高雄師範大學華語文教學研究所所長 C-1 國際漢語教學中的語體教學 - 以文言語法導致的書面語和口語差異為例 D-1 尋找調適非華語學生中文課程的路徑 : 前線教師的視角 梁佩雲 香港教育大學中國語言學系 C-2 王嬋娟 香港教育大學中國語言學系 多媒體輔助漢語教學 金仙英 韓國外國語大學中文系 D-2 Definite discourse-new reference in L1 and L2: The case of L2 Mandarin Peter Crosthwaite, Yuk Yeung, Xuefei Bai, Li Lu School of Languages and Cultures, University of Queensland, School of Chinese, University of Hong Kong C-3 鶴立快速閱讀法 : 為孩子架起通往世界的橋樑 - 3-6 歲幼兒漢語快速閱讀的研究與實踐 張鶴立 中國鶴立國際教育集團 D-3 運用語言類型對韓國學生漢語補語語法教學 - 基於 動作結果性 與 狀語語序 朴赫在 韓國外國語大學漢語中文系 C-4 關於海外華裔青少年快速閱讀與文化尋根的構想與實踐 叢培業 中國鶴立國際教育集團 D-4 以語篇知識為本的電視新聞聽力教學設計 吳欣儒謝佳玲 國立臺灣師範大學華語文教學系暨研究所 7

E 課程設置 臺師大圖書館校區國際會議中心三樓 3A 教室 主持 / 何淑貞國立暨南國際大學華語文教學碩士學位學程教授 E-1 A Brief description of case studies in Chinese Language integrated education in Hong Kong s primary schools -Taking the Practice of School Collaboration in Teaching PDP Curriculum of EdUHK as an Example 賴志成 香港教育大學中國語言學系 E-2 大學國文先修課程教科書語言質量初探 - 以臺師大僑生先修部為例 邱詩雯戴榮冠 國立成功大學中國文學系正修科技大學通識教育中心 E-3 漢字翻轉教室 陳采體 長榮大學翻譯系 E-4 淺談初級漢語教學中的文化課程設置 陳欣欣 香港大學中文學院 8

Section2 14:30 15:50 F.G.H.I.J 五場次 同時進行 9

F G 華語文教育與發展 測試與評估 臺師大圖書館校區進修推廣學院一樓演講堂 臺師大圖書館校區國際會議中心二樓 2E 教室 主持 / 林振興 國立臺灣師範大學華語文教學系副教授 主持 / 鄭安中 University of Toledo 教授 F-1 臺灣師範大學 海外華語師資數位碩士在職專班 之設置與發展 F-2 F-3 F-4 林振興 國立臺灣師範大學華語文教學系 從菲律賓教育政策談菲律賓華文教育的改革和發展 范琳琳 國立臺灣師範大學華語文教學系 Never Good Enough and Never Too Late: Continuous School Improvement Ru-Charn Chang, Sophia Hu, Fiona Cheng, Wang, Ying-Yu, Stephanie Fan Hawaii Tzu Chi Academy 看圖 讀詩 賞漢字 : 圖像詩漢字符號美學探析吳正芬建國科技大學語言中心 G-1 G-2 G-3 G-4 Linguistic Diversity of Young Chinese Heritage Learners: A Study on Proficiency Assessment An Chung Cheng & Jane Chen Department of World Languages and Cultures, University of Toledo ; Mandarin Language and Cultural Center The mediation roles of independent reading and independent listening skills in the relationship between independent writing and integrated writing skills 廖先 香港教育大學中國語言學系 在滬高校留學生漢語學習焦慮狀況調查及應對策略研究 楊軍紅常立霓 上海政法學院外國語學院上海政法學院文學院 淺析調整針對香港地區普通話水平測試的可行性 以香港本地大學生普通話模擬測試為依據 徐欣歆 香港多多國際幼兒園 10

H IB 國際文憑教育 I 第二語言習得研究 臺師大圖書館校區國際會議中心二樓 2A 教室 臺師大圖書館校區國際會議中心三樓 3E 教室 主持 / 楊秉煌 國立臺灣師範大學華語文教學系助理教授 主持 / 孫劍秋 國立臺北教育大學華語文教學研究所教授 H-1 H-2 H-3 IBDP 中文 A 自然寫作教學與提問 - 以古橋之戀為例 陳敬佳 國立臺灣師範大學華語文教學研究所 IBDP 中文 A 古典戲劇教學設計 - 以 竇娥冤 為例 黃欣喬 國立臺灣師範大學華語文教學研究所 MYP 母語課程的轉換與實踐 I-1 I-2 漢語名詞短語修飾結構界面特徵二語習得初探 - 以漢語中高級水平韓國學生為例 金晶柯思慧 香港教育大學中國語言學系 Department of Modern & Classical Languages, Literatures & Cultures, University of Kentucky 泰籍華語學習者對華語 應該 一詞的語用理解 鄂貞君 Nalintip Vipawatanaku 國立聯合大學華語文學系泰國正大管理學院 林欣怡 明道中學國際部 H-4 IB 理念在漢語視聽說教材開發中的實現 王珊劉銳 香港教育大學中國語言學系 I-3 圖像式華語文教學教材編寫研究 洪尹芷 國立臺灣師範大學華語文教學系暨研究所 H-5 數學 圓 之跨領域實務教學示例 趙日彰 杜裕國蔡雅薰 新生醫護管理專科學校醫藥保健商務科國立臺灣師範大學地球科學系國立臺灣師範大學華語文教學系 I-4 中國大陸歌手薛之謙的歌 演員 的 修辭學特性 研究 蘇麗娜 韓國外國語大學中文系 11

J 課程設置 臺師大圖書館校區國際會議中心三樓 3A 教室 主持 / 謝奇懿國立高雄師範大學華語文教學研究所副教授 J-1 高校國際漢語沉浸式學習的課程設計與成效評估 - 以香港中文准教師沉浸課程為例 周立 香港教育大學中國語言學系 J-2 紀錄片在高級漢語課中的應用 孟苑苑 美國哥倫比亞大學東亞系 J-3 從語料庫的詞彙辨析到詞彙教學 : 道理 與 合理 的使用搭配及教學設計 蔡旻珊蔡宜妮 國立臺灣大學華語教學碩士學位學程 J-4 香港準中文教師對含 e 音位漢語拼音韻母的認記偏誤分析及教學策略 韋海英 香港教育大學中國語言學系 12

Section3 16:10 17:30 K.L.M.N 四場次 同時進行 13

K 華語文教育與發展 L 測試與評估 臺師大圖書館校區進修推廣學院一樓演講堂 臺師大圖書館校區國際會議中心二樓 2E 教室 主持 / 賴明德 中原大學應用華語文學系講座教授 主持 / 張瓅勻國立臺灣師範大學華語文教學系助理教授 K-1 華語文本土區域文化教材設計與研究 : 以 走找金門 為例 邱凡芸 國立金門大學華語文學系 L-1 A statistical interpretation on the correlation between input and output in the performance of five communication tasks Ken Siu-Kei Cheng / Josef Chi-Leung Chan, Him-Man Hui / Wing-Sat Chan K-2 香港大學生普通話學習與桌面遊戲結合的初探 Department of Chinese & Bilingual Studies, the Hong Kong Polytechnic University ; Independent Scholar 馬思健陳思語 香港浸會大學香港城市大學中文系 L-2 華語俗語的教學等級分析 K-3 導遊華語教材編寫研究 戴元婷鄭亦欣 國立臺灣師範大學華語文教學系 巫宜靜蔡若楹吳佳穎 郭金燕蔡佩吟楊舒帆 銘傳大學華語文教學系 K-4 談熟語中的文化意涵在華語教學中之應用 L-3 香港地區大專學生中文寫作評改中的同伴互評狀況探究 易瑩瑩 香港高等教育科技學院通識教育學院 陳雅芳 銘傳大學華語文教學學系 L-4 語料庫為本之華語文詞語分級研究 白明弘林慶隆 吳鑑城陳威佑 國家教育研究院語文教育及編譯研究中心 14

M 漢語教學 N 第二語言習得研究 臺師大圖書館校區國際會議中心二樓 2A 教室 臺師大圖書館校區國際會議中心三樓 3E 教室 主持 / 齊婉先國立暨南國際大學華語文教學碩士學位學程主任 主持 / 梁源香港教育大學中國語言學系助理教授 M-1 華語文教育產業化對於華語文教師專業培訓要求之探討 N-1 二語學習者漢字書寫發展的語音效應與學習策略 齊婉先 國立暨南國際大學華語文教學碩士學位學程 梁源孫正樑 香港教育大學中國語言學系香港教育大學 M-2 漢語聲調的特點與對外漢語教學的方法 N-2 就 字相關複句於華語教學上之安排順序建議 - 以日籍學習者為中心 張 凌 香港教育大學中國語言學系 李天尹 文藻外語大學華語文教學研究所 M-3 高級經貿華語閱讀教材設計與研究 - 以電子產業經濟為例 N-3 評量表診斷教學法在新加坡中學記敘文寫作教學中的應用 黃繽瑩 國立臺灣師範大學華語文教學系 王偉陳國華 新加坡武吉班讓政府中學 M-4 探索運用溝通教學觀與策略導向教學在對外漢語初級教學的可行性 N-4 利用心智圖進行 Q&A 四階段的初級寫作課程 - 以阿根廷學生為主 林綺敏 加州州立大學聖瑪克斯分校 莊錦惠 國立臺灣師範大學華語文教學系 15

16

3 專題論壇

I 18

創新漢字鍵接圖教學對華語非母語學習者的漢字學習成效之研究 陳學志 國立臺灣師範大學教育心理與輔導學系教授 Chineasy 19

3D 虛擬環境中語言學習之理論與實踐 籃玉如 國立臺灣師範大學華語文教學系特聘教授 3D NTNU TELL Lab 3D 3D (Build & Show) Build & Show 3D (1) 3D (2) 3D 20

SmartReading 慧讀 會讀 系統 1 應用於 IB 漢語閱讀教學 宋曜廷洪嘉馡 國立臺灣師範大學教育心理與輔導學系教授 國立臺灣師範大學華語文教學系助理教授 SmartReading IB PYP 6 MYP Key Concepts IB SmartReading Language B Guide SmartReading SmartReading IB 1.This work was financially supported by the Chinese Language and Technology Center of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education(MOE) in Taiwan. 21

II 22

國際漢語教學的師資培訓 以臺灣師範大學為例 陳振宇 國立臺灣師範大學華語文教學系教授 2015 IBO IBO IB IB IB 2018 IBO IB IB IB DP 21 17 IB IB IB 23

國際漢語教學的師資培訓 以香港教育大學為例 施仲謀 香港教育大學中國語言學系教授 2008 (MATCIL) 2017 IBO IBDP IBDP IB 24

國際文憑組織大學預科項目中語言習得中文 B 課程的教與學 International Baccalaureate Organization Diploma Program Chinese B Approach to Teaching and Learning 袁慧 碧桂園十里銀灘學校 IB workshop leader International Baccalaureate Organization IBO Diploma Programme DP 1968 129 Chinese B Chinese B Approach to teaching and learning (ATL) ATL 25

26

4 論文摘要

A 1-5 28

A-1 IBDP 語言 B 課程的能力描述 張連航 香港教育大學中國語言學系 IBDP B SL HL IB IBDP B IBDP B B IBDP IBDP 29

A-2 IBDP 跨學科課程設計探論 - 以中文 A 語言文學及 CAS 為例 蕭士軒 康橋國際學校 International Baccalaureate Organization,IBO 1968 1988 Diploma Programme,DP A B 2013 A Language and Literature Literature Standard Level Higher Level IB A Critical thinking IBDP CAS Creativity Activity Service CAS CAS CAS CAS CAS CAS IBDP CAS 30

A-3 教學觀察 同儕觀課與反思融入 IB 師培課程之探究 1 蔡雅薰 國立臺灣師範大學華語文教學系 observation of teaching peer review feedback IB IB, 1 This work was financially supported by the Chinese Language and Technology Center of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education(MOE) in Taiwan. 31

Ramsden 1992 Fullerton 1999 Kemp & Gosling 2000 Manouchehri 2002 Solomon 1987 2010 333 Howard 2003 IB 32

A-4 IB-PYP 漢語教學的實踐與反思 以義大國際高中國小部為例 鄭竹君 義大國際高中國小部暨中文學科 IB-PYP IB-PYP IB-PYP IB IB-PYP 33

A-5 專案導向學習在中文 B 普通課程之應用 林建宏 國立暨南國際大學華語文教學碩士學位學程 IB projected-based learning Krajcik & Blumenfeld, 2006 Bell 2010 50 IBDP B IB IB B 34

B 1-4 35

B-1 全港性系統評估小學記敘文寫作初探 張紫薇 香港教育大學中國語言學系 ( 1994) (Territory-wide System Assessment TSA) (Systemic Functional Linguistics) 1. (Transitivity) 2. (cohesion) 3. (Appraisal System (James Martin Peter White, 2003) 36

B-2 初探泰北華裔學生應用文寫作教學 翁亞婷 國立臺灣師範大學華語文教學系暨研究所 37

B-3 德國華語文普通教材之跨文化溝通研究 劉慧敏 臺中教育大學語文教育學系 1 cross-cultural communication cross 2 intercultural communication inter Volkshochschule Lóng Ni xing Unvergeßliches Chinesisch Liao Liao Chinesisch erleben 38

B-4 語料庫在香港語文教學上的應用探究 彭志全 香港大學教育學院 39

C 1-4 40

C-1 國際漢語教學中的語體教學 以文言語法導致的書面語和口語差異為例 王嬋娟 香港教育大學中國語言學系 41

C-2 多媒體輔助漢語教學 金仙英 韓國外國語大學中文系 Kakao Friends Kakao talks Witchet 42

C-3 鶴立快速閱讀法 : 為孩子架起通往世界的橋樑 - 3-6 歲幼兒漢語快速閱讀的研究與實踐 張鶴立 中國鶴立國際教育集團 3-6 43

C-4 關於海外華裔青少年快速閱讀與文化尋根的構想與實踐 叢培業 中國鶴立國際教育集團 44

D 1-4 45

D-1 尋找調適非華語學生中文課程的路徑 : 前線教師的視角 梁佩雲 香港教育大學中國語言學系 2016 2.5% 0.1% 46

D-2 Definite discourse-new reference in L1 and L2: The case of L2 Mandarin Peter Crosthwaite, Yuk Yeung, Xuefei Bai, Li Lu School of Languages and Cultures, University of Queensland, School of Chinese, University of Hong Kong While research has now begun to explore how Asian second language (L2) learners of English manage the introduction of definite discourse-new bridging-relation reference (e.g. the school the teacher, Clark, 1975), little research has been done in the other direction. The present study collected oral narrative data taken from 40 lower-intermediate level L2 Mandarin learners from a range of 6 article- and 4 article-less first language (L1) backgrounds, alongside equivalent L1 Mandarin (target), English (article-l1) and Korean (article-less L1) data. The L1 findings confirm existing studies claims about how bridging descriptions are managed in English, Mandarin and Korea (e.g. AUTHOR1 2014b). The L2 findings suggest that L2 speakers from both article- and article-less L1s were sensitive to the distinction to be made in Mandarin local NP markings when introducing either inferable or non-inferable referents. However, speakers of article-l1s were more likely than those from article-less L1s to use numeral + classifier NPs for non-inferable referents, and demonstrative + classifier NPs when introducing inferable referents, essentially (and erroneously) using these constructions as de facto English indefinite/definite articles in their L2 Mandarin production. There was also an effect of L1 status (article vs. article-less) on the L2 NP forms used for 5 bridging relation types captured in the picture sequence. Both findings suggest that difficulties producing target-like L2 bridging descriptions in L2 Mandarin lie at the syntax-pragmatics interface. The interlanguage happened among L2 Mandarin learners, but we will provide ways of solving this problem in this paper. Keywords: definite discourse-new bridging-relation reference, oral narrative data, lowerintermediate level L2 Mandarin learners 47

D-3 運用語言類型學對韓國學生漢語補語語法教學 - 基於 動作結果性 " 與 狀語語序 "- 朴赫在 韓國外國語大學漢語中文系 (language transfer) (2003) Prator(1967) 0 조은숙 (2016) (2003) (grammatical points) ( 2007 전정예 (2013) Greenberg Lehmann (linguistic typology) - 전정예 (2013) 48

D-4 以語篇知識為本的電視新聞聽力教學設計 吳欣儒 謝佳玲 國立臺灣師範大學華語文教學系暨研究所 Vandergrift & Goh, 2012 Biber, Conner, & Upton, 2007 Celce-Murcia & Olshtain, 2000 400 49

E 1-4 50

E-1 A Brief description of case studies in Chinese Language integrated education in Hong Kong s primary schools - Taking the Practice of School Collaboration in Teaching PDP Curriculum of EdUHK as an Example Lai Chi Shing Department of Chinese Language Studies, the Education University of Hong Kong The Department of Chinese Language Studies of The Education University of Hong Kong offers a Certificate in Professional Development Programme on Catering for Student Diversity in Learning Chinese in Primary Schools course. Through theoretical introduction and action research, the in-service teachers can better understand, master and promote their classroom integration in primary school Chinese classes and improve their teaching methods. The quality of teaching takes care of students' different needs and enables students of different levels to improve their learning so as to better integrate education in schools. This course is a two-way course, not only the in-service teachers can learn the latest theory from the course, but also share their advanced and practical experiences. This article will describe some of the action studies conducted in conjunction with the students in this course, and explain some of the schools' Chinese language school-based curriculum plans for assisting students with Special Educational Needs (SEN) in elementary school Chinese language in integrated education. The practical experience of taking care of individual differences in curriculum assessments and enhancing students' interest in and interest in reading has enabled the academic community to have a better understanding of the integration of Chinese subjects in Hong Kong s primary school classrooms. Keywords: Chinese Language teaching, integrated education, individual differences 51

E-2 大學國文先修課程教科書語言質量初探 - 以臺師大僑生先修部為例 邱詩雯 戴榮冠 國立成功大學中國文學系 正修科技大學通識教育中心 ( ) TOCFL (http://huayutools.mtc.ntnu.edu.tw/ts/textsegmentation.aspx) 52

E-3 漢字翻轉教室 陳采體 長榮大學翻譯系 10 42 evercam e-learning platform ZUVIO (drills) (communicative activities) mastery learning ZUVIO e-learning 53

E-4 淺談初級漢語教學中的文化課程設置 陳欣欣 香港大學中文學院 (Mandarin) (CHIN9501) 300 30 (culture shock) 2017 9 HKU-KCL Strategic Partnerships Fund 54

F 1-4 55

F-1 臺灣師範大學 海外華語師資數位碩士在職專班 1 之設置與發展 林振興國立臺灣師範大學華語文教學系 105 1. 2. 3. 4. 105 20 30 19 1.This work was financially supported by the Chinese Language and Technology Center of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education(MOE) in Taiwan. 56

F-2 從菲律賓教育政策談菲律賓華文教育的改革和發展 范琳琳 國立臺灣師範大學華語文教學系 1899 119 27 2015 2015 2011 ---K-12 1 4 2 13 ( ) 20 57

F-3 Never Good Enough and Never Too Late: Continuous School Improvement Ru-Charn Chang, Sophia Hu, Fiona Cheng, Wang, Ying-Yu, & Stephanie Fan Hawaii Tzu Chi Academy The school administration faces one of the major challenges, which is the decreasing enrollment rate. Language immersion program offered in public schools might be a factor. The school administration, thus, has embarked the survey to look into the issues and decide how the school could be improved to better serve all the Chinese language learning students locally. The root causes analysis has been kept probing to identify the possible factors of the annual decreasing enrollments. The main purpose of the survey analysis is to continuously improve the specified needs of school for teaching and learning environment for the Chinese language learners. Through the survey analysis, the voices from students, parents, teachers and other stakeholders could be used as a baseline in determining the next steps to help school preparing for further improvement. The survey used in 2013 has been modified to meet the current needs and current communities. The total questionnaire is comprised of 10 questions: 3 questions about learning style, 2 questions about the teaching content, 3 questions about the assessments, 1 question about the parental assisting school and 1 open-ended question to get the suggestions. The survey results are not only used for gradually raising achievement for all students learning, but also continuously for improving and adjusting the instructing methods as well as for school environment. In addition to survey, Plan-Do-Check-Act (PDCA) Cycle is one of the simplest management approaches used to control and continual improvement of processes for the school. It is also known as the Deming Cycle. Based on the Deming Cycle, PDCA (Plan-Do-Check-Act) is a systematic process to gain a valuable learning for the continual improvement of process including the four processes being carried out continuously. The school administration has slightly modified the four steps as: developing a re-assessment plan aligned with goal, implementing the plan aligned with schedule and goal, validating the outcome with adjustment, and correcting the defects and identifying the preventions. The four processes will keep repeating over and over continuously. Nowadays, 58 innovative technologies are progressing at a breakneck pace. How could the new technology be

applied to our everyday lives, especially for the Chinese language environment? Plus, the teacher professional development is recognized as an important strategy to support the language skills students need to be prepared for. These are the reasons why Moodle (Modular Object Oriented Dynamic Learning Environment) is being built to inspire teachers to enhance their technology skill, professional development as well as continuous learning. The administration also used incentives to encourage teachers to sign up on-line courses/ workshops. With the help of the volunteers at Information Technology (IT) Group, the Moodle e-learning server was installed for the school in August 2016. Volunteers set up and configured the Moodle site to display the school s calendar, activities, and announcements. A series of workshops were then held to train teachers to streamline their course curricula, homework assignments, and quizzes on the Moodle learning system. Teachers were encouraged to learn and use Moodle at their own pace and through peer collaboration. In addition, the school uses the automated techniques to manage records electronically like e-registration, and uses e-grade report to communicate with the parents and reduce the paper waste and redundancy of record keeping, an improvement process of school administration. Google classroom is also being used to link together with Moodle, providing an alternative opportunity to enhance a general quality of an e-learning environment. Google Classroom is a learning management environment developed by Google. It is very similar to Moodle. Currently, experimenting with one class / teacher to compare the efficiency of the instructions, students responses, more data will be collected and further analysis needed. Keywords: Deming Cycle, E-Learning, IT, Moodle, PDCA, school improvement 59

F-4 看圖 讀詩 賞漢字 : 圖像詩漢字符號美學探析 吳正芬 建國科技大學語言中心 60

G 1-4 61

G-1 Linguistic Diversity of Young Chinese Heritage Learners: A Study on Proficiency Assessment An Chung Cheng Jane Chen Department of World Languages and Cultures, University of Toledo, USA Mandarin Language and Cultural Center, USA Heritage language education has gained much attention in second language acquisition research in the United States in recent years due to growing population and increasing student enrollment in the country (Beaudrie & Ducar, 2012; Carreira & Kagan, 2011). A large body of research in second language acquisition has focused on the cognitive and psycholinguistic differences between heritage and non-heritage language learners (Montrul, 2010). Heritage language learners (HLL) are diverse in their cultural and linguistic backgrounds, proficiency levels, socioeconomic status, as well as educational resources. HLL could be categorized in four types: (1) new arrivals; (2) those who were foreign born but arrived in the US young and have studies in schools for a few years; (3) ethnic Americans born in the US to immigrant parents, and (4) those who were born in the US and do not use heritage language at home, only culturally link to their heritage (Fishman, 2001; Kagan,2003; Valdes, 2000; Van Deusen-Scholl, 2003). Because language exposure and uses at home as well as other social factors, HLL are diverse in their language proficiency and it is known that they bear unbalanced abilities in listening, speaking, reading and writing skills. However, researchers have debated on whether the assessment measurement for heritage and non-heritage learners should be the same or not (Carreira, 2012; Draper & Hicks, 2000; Fairclough, 2006; Ilieva, 2012; Martin, Swender, and Rivera- Martínez, 2013; Swender, Martin, Rivera-Martínez, and Kagan, 2014; Valdés, 1989). While most of research on HLL has examined Spanish HLL, little research has examined the diverse linguistic proficiency levels of young Chinese HLL with standardized proficiency assessment. Unlike anecdotes of teacher experience, the purpose of this data-driven study was to 62 demonstrate the range of language proficiency levels in listening, speaking, reading, and writing

skills of Chinese HLL based on standard-based proficiency assessment tools. The study also investigated potential differences in proficiency ratings between two major assessment tools used in the United States. Further qualitative studies also attempted to explore the relationship between home language use and proficiency levels as well as other factors associated with higher proficiency ratings of HLL. The participants of this study included 200 Chinse HLL of 8th graders who studied in a community-based Chinese heritage schools in California. 68 HLL took the Avant STAMP (STAndards-based Measurement of Proficiency) assessment in 2016. 62 participants took the ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) in 2017. About 70 participants will take AAPPL in 2018. Among them, 10 students will take both AAPPL and STAMP, which will serve as a sample to examine the differences in rating at the ACTFL Proficiency scale. A questionnaire of social and linguistic background will be given to participants in 2018 and a follow-up interview with a small set of participants will be conducted to identify HLL profiles in relation to various proficiency levels. The results of the study will provide evidence of Chinese HLL proficiency levels in different communication skills. As many Chinese weekend schools use mock SAT test, HSK, or TOCFL to measure the language abilities of Chinese HLL, this study focusing on standard-based assessment measurement will provide a based line of comparison to the ratings of non-heritage language learners on ACTFL scale. Pedagogical implications of this study will also be discussed in the end. Keywords: Assessment, Chinese heritage learners, Heritage Language Proficiency, Teen-Age Learners 63

G-2 The mediation roles of independent reading and independent listening skills in the relationship between independent writing and integrated writing skills 廖先 香港教育大學中國語言學系 Traditionally, the language assessment only required students to employ a single skill in the test (i.e., listening, reading or writing), however, multiple skills are usually employed simultaneously in many circumstances of daily life. Therefor the integrated language tasks are being increasing used in both Chinese (e.g., AP Exams of America) and English language test for L2 learners (e.g., TOEFL). As one types of integrated tasks, integrated writing task requires students to compose an essay for a communicative purpose after reading or/and listening some given materials. Existing research have concluded that integrated writing is a multiple-dimensional construct (e.g., Sawaki, Quinlan, and Lee, 2013), but a further question is thus raised: What is the relationship between independent skills (i.e., reading, listening and writing) to integrated writing skills? For this question, existing research have found some inclusive connections between them form bivariate correlation analysis, however, based on the close connection between some independent skills (e.g., reading and listening, reading and writing), we should consider the possibility of mediation roles of independent skills when studying this topic. The term of mediation implies a situation where the effect of a predictor could impose effect on the outcome variable through its influence to a third mediator variable. In our study, we were particularly interested in exploring the mediation roles of independent listening (IL) and reading skills (IR) in the relationship of independent writing to integrated writing skills. A total of 102 college year 1 students in Hong Kong completed three independent tasks (i.e., listening, reading and writing) and one integrated listening-reading-writing task among. Their performance on these tasks were used for statistical analysis. The results showed that while 64 all three independent skills significantly correlated with integrated skill, independent writing

accounted for the most portion of variance of performance on integrated writing task. Moreover, independent reading not only uniquely mediated the relationship between independent writing and integrated writing, but also sequentially influenced listening and thus influenced the performance on integrated writing. This study provided new evidences to understand the structural relationship between independent skills and integrated skills. Although contextualized in a L1 classroom, its findings would also shed lights to the teaching and learning of Chinese as second language. Keywords: independent reading, independent listening, integrated writing, mediation 65

G-3 在滬高校留學生漢語學習焦慮狀況調查及應對策略研究 楊軍紅 常立霓 上海政法學院外國語學院 / 上海政法學院文學院 Horwitz 1986 FLCAS Foreign Language Classroom Anxiety, HSK Aida Young - 66

G-4 淺析調整針對香港地區普通話水平測試的可行性 以香港本地大學生普通話模擬測試為依據 徐欣歆 香港多多國際幼兒園 2002 99% PSC PSC PSC PSC PSC 67

H 1-5 68

H-1 IBDP 中文 A 自然寫作教學與提問 以古橋之戀為例 陳敬佳 國立臺灣師範大學華語文教學研究所 The International Baccalaureate Diploma Programme (IBDP) IB 16-19 IBDP A B A B IB A Studies in language and literature 2008 2013 60 IB Learner Profile (Reflective) (Communicator) IB 21 IB IB IBDP A 69

H-2 IBDP 中文 A 古典戲劇教學設計 以 竇娥冤 為例 黃欣喬 國立臺灣師範大學華語文教學研究所 InternationalBaccalaureate Diploma Programme IBDP International Baccalaureate Organization A B A Language and Literature Course A 5W1H A IBlearner profile Inquirers Thinkers 70 IBDP A

H-3 MYP 母語課程的轉換與實踐 林欣怡 明道中學國際部 (International Baccalaureate) (MYP) (Language and Literature) PYP (DP) MYP ( ) (ATL) MYP MYP ( ATL ) MYP IB 11 16 PYP DP MYP IB MYP 71

H-4 IB 理念在漢語視聽說教材開發中的實現 王珊 劉銳 香港教育大學中國語言學系 IB IB IB / 3 IB 3 IB 1 IB IB 2 IB 3 IB IB 72

H-5 數學 圓 之跨領域實務教學示例 趙日彰 杜裕國 蔡雅薰 新生醫護管理專科學校醫藥保健商務科 / 國立臺灣師範大學地球科學系 國立臺灣師範大學華語文教學系 8 B ( ) ( ) IB International Baccalaureate 73

I 1-4 74

I-1 漢語名詞短語修飾結構界面特徵二語習得初探 以漢語中高級水平韓國學生為例 金晶 柯思慧 香港教育大學中國語言學系 Department of Modern & Classical Languages, Literatures & Cultures, University of Kentucky language interface Interface Vulnerability Hypothesis internal interface external interface module - - - advanced Sorace and Filiaci 2006; Tsimpli and Sorace 2006; Slabakova 2008; Sorace and Serratrice 2009; White 2009 computerized acceptability judgment task 42 [ + + + + ]/[ + + + + ] 22 20 12 75

I-2 泰籍華語學習者對華語 應該 一詞的語用理解 鄂貞君 Nalintip Vipawatanakul 國立聯合大學華語文學系 泰國正大管理學院 L1 epistemic modality deontic modality : (1) ( ) (2) ( ) (3) ( ) (4) ( ) (2) (3) (4) ( ) (5) (6) (7) (2) (3) (4) L1 (on-line processing) L1 L1 76

I-3 圖像式華語文教學教材編寫研究 洪尹芷 國立臺灣師範大學華語文教學系暨研究所 77

I-4 中國大陸歌手薛之謙的歌 演員 的 ` 修辭學特性 研究 蘇麗娜 韓國外國語大學中文系 M/V youtube M/V M/V M/V M/V M/V story telling M/V M/V 78

J 1-4 79

J-1 高校國際漢語沉浸式學習的課程設計與成效評估 - 以香港中文准教師沉浸課程為例 周立 香港教育大學中國語言學系 97 2002 2002 Immersive Learning BEd(CL) 3 459 BEd(CL) 4 PSC 70% PSC 30% 6 70% PSC PSC 80

J-2 紀錄片在高級漢語課中的應用 孟苑苑 美國哥倫比亞大學東亞系 81

J-3 從語料庫的詞彙辨析到詞彙教學 : 道理 與 合理 的使用搭配及教學設計 蔡旻珊 蔡宜妮 國立臺灣大學華語教學碩士學位學程 (usage-based) - COCT / + + + 82

83

J-4 香港準中文教師對含 /e/ 音位漢語拼音韻母的認記偏誤分析及教學策略 韋海英 香港教育大學中國語言學系 e 84

K 1-4 85

K-1 華語文本土區域文化教材設計與研究 : 以 走找金門 為例 邱凡芸 國立金門大學華語文學系 12 12 86

K-2 香港大學生普通話學習與桌面遊戲結合的初探 馬思健 陳思語 香港浸會大學 香港城市大學中文系, 87

K-3 導遊華語教材編寫研究 戴元婷 鄭亦欣 國立臺灣師範大學華語文教學系 content analysis evaluation research 1998 88

K-4 1 談熟語中的文化意涵在華語教學中之應用 陳雅芳 銘傳大學華語文教學學系 1 89

L 1-4 90

L-1 A statistical interpretation on the correlation between `input and `output in the performance of five communication tasks Ken Siu-Kei Cheng 1, Josef Chi-Leung Chan 1, Him-Man Hui 1 & Wing-Sat Chan 2 1 Department of Chinese & Bilingual Studies, the Hong Kong Polytechnic University 2 Independent Scholar 1. Aim This paper suggests a new perspective for understanding the interrelation between the input and the output, i.e. the given information and the expected product in the practice of communication task (CT). Based on the notion of language communication, the study employs the Structural Equation Modeling (SEM) analysis for describing the relation between input and output of 5 different CT tasks (cf. 3.1). In this approach, the paper reviews related issues as follows. 2. Related issues The paper is mainly concerned with three aspects of clarification, the concept of communication task, the relation between input and output, and the SEM analysis. 2.1 Communication task A task can be viewed as a structural activity or work plan for attaining specific objective in various forms of outcome (Crookes, 1986; Bygage, Skehan, and Swain: 2001). It is a meaning-focus language use for task fulfillment with 6 structural factors, namely, (1) work plan, (2) form / genre, (3) real-world processes of language use, (4) language skills, (5) cognitive processes, and the intended (6) communicative outcome (Ellis, 2003: 9-10). 2.2 Input output relation Before taking any real act to communicate, in most cases, there is a communicative need with some kinds of resource, either mental or materials, verbal or non-verbal. Such given information is the input of the task in a broad sense. It will be interpreted by the communicator/addresser within his/her linguistic competence, world knowledge and personal experience retrieved in the force for real action (Corder, 1981:58-9). 91

Communication tasks are in a vast range of varieties. Different inputs for different communication needs differ from each other in terms of basic elements of verbal communication (Jakobson, 1960), from which the issue of task complexity will be brought up. This issue, as proposed by Ellis (2003: 222-4), could be observed in 5 aspects: (1) input medium, (2) code complexity, (3) cognitive complexity, (4) context dependency, (5) familiarity of information. The concept of output refers to the product outcome of a task, which can be evaluated from the aspects of (1) linguistic presentation, covering the levels of vocabulary, sentence structure, and verbal/textual presentation; and (2) the fulfillment of communication, that can be judged in terms of completeness, appropriateness, and function. (Gumperz, 1986: 14-23; Hymes, 1986: 35-71) 3. Methodology The methodology includes (1) collection of data; (2) SEM description about the relation between input and output. 3.1 Collection of data There are 142 Year 1 students selected from 5 Faculties of Hong Kong Polytechnic University who joined in the project on voluntary basis. All of these sample students took the LCR subject Fundamentals of Chinese Communication in 2016-17. Each of them was asked to perform in 5 communication tasks: Group discussion (spoken), group presentation (spoken), Invitation/ application correspondence (written), Promotional leaflet (written) and Post-meeting notice (written). 3.2 SEM Analysis The study adopts the statistical theory and method of Structural Equation Modelling (SEM) (Duncan, Duncan, Strycker, Li, and Alpert, 1999) for observation. SEM is a powerful statistical model for examining authentic phenomena that involve multiple variables with complex patterns of interaction. By applying the parameters in the relation between input and output as above discussed, a local matrix of correlations among parameters of these two notions has been obtained in the Model. 92

4. Findings Findings show that the parameters of the notion of input and output have satisfactory correlation among themselves. Students performances in tasks of spoken mode differ significantly from that in tasks of written mode in terms of grammar, completeness, and appropriateness. All these findings are supported statistically. Keywords: Communication Task, Input-Output, Structural Equation Modeling (SEM) 93

L-2 華語俗語的教學等級分析 巫宜靜 蔡若楹 吳佳穎 郭金燕 蔡佩吟 楊舒帆 銘傳大學華語文教學學系 2009 44-45 2009 121 2014 71 2009 121 2010 126-127 A1 C2 TOCFL 137 51 10 188 A2 2 B1 8 B2 43 C1 90 C2 45 445 C1>C2>B2>B1>A2 A1 26 (51%) 78 (57%) 94

L-3 香港地區大專學生中文寫作評改中的同伴互評狀況探究 易瑩瑩 香港高等教育科技學院通識教育學院 2001 1978 1978 2000 2005 Seok Hwa Sim 2005 95

L-4 語料庫為本之華語文詞語分級研究 白明弘 林慶隆 吳鑑城 陳威佑 國家教育研究院語文教育及編譯研究中心 2011 2012 1.0 4 7884 4 458 1 2810 4 2016 7 5 10 90% 17329 14379 14000 1-3 4-5 6-7 1 500 2 800 3 1200 4 2500 5 5000 6 9000 7 14000 96

M 1-5 97

M-1 華語文教育產業化對於華語文教師專業培訓要求之探討 齊婉先 國立暨南國際大學華語文教學碩士學位學程 2013 ( ) 30 98

M-2 漢語聲調的特點與對外漢語教學的方法 張凌 香港教育大學中國語言學系 1. (minimal pairs) ma 2. 3. 4. 5. Praat Praat 6. 99

M-3 高級經貿華語閱讀教材設計與研究 - 以電子產業經濟為例 黃繽瑩 國立臺灣師範大學華語文教學系 2003 CSP(Chinese for specific Purpose) : 100

M-4 探索運用溝通教學觀與策略導向教學在對外漢語初級教學的可行性 林綺敏 加州州立大學聖瑪克斯分校,,, 101

102

N 1-4 103

N-1 二語學習者漢字書寫發展的語音效應與學習策略 梁源 孫正樑 香港教育大學中國語言學系 香港教育大學 2001, 2017 80% 104

N-2 就 字相關複句於華語教學上之安排順序建議 - 以日籍學習者為中心 李天尹 文藻外語大學華語文教學研究所 [ ] 1. 2. 105

N-3 評量表診斷教學法在新加坡中學記敘文寫作教學中的應用 王偉 陳國華 新加坡武吉班讓政府中學 ; 2005 2011 1999 60 8 106

N-4 利用心智圖進行 Q&A 四階段的初級寫作課程 - 以阿根廷學生為主 莊錦惠 國立臺灣師範大學華語文教學系 2014 DIYQ&A DIY Q&A L1 L2 5W Q&A DIY DIY 5W 107

This conference was financially supported by the Chinese Language and Technology Center of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education(MOE) in Taiwan. 117

(Chinese Program, Swarthmore College, USA) / / / / / / / / / / 118