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报名即将截止 | 汉语作为第二语言习得学术研讨会暨《国际中文教师证书》持证人员继续教育会议







汉语作为第二语言习得学术研讨会

  暨《国际中文教师证书》

持证人员继续教育会议



“汉语作为第二语言习得学术研讨会暨《国际中文教师证书》持证人员继续教育会议(二号通知)”发出后,受到了国内外从事国际中文教学和研究的教师及学者的广泛关注和热烈回应。此会议由华东师范大学与汉考国际联合举办,将于8月22日-24日以线上线下相融合的形式召开,报名截止时间为8月16日。为便于广大参会者了解会议内容详情,现将有关会议内容通知如下,敬请关注与期待。


一号通知相关内容可点击“汉语作为第二语言习得学术研讨会暨《国际中文教师证书》持证人员继续教育会议一号通知”查看。





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会议信息

会议形式:线上与线下相融合的形式

会议时间:2023年8月22日-24日9:00-16:50

报到时间:2023年8月21日13:00-18:00(仅线下参会者需报到)

报到地点:上海普陀区中山北路3663号华东师范大学格致楼(原物理楼)301会议室

线下会场:华东师范大学(中北校区)格致楼

线上会场:ClassIn线上平台





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会议日程




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会议内容

主题一:How is intercultural communication changing the way we think about language?


演讲嘉宾:Istvan Kecskes教授

内容提要:

The presentation argues that research in intercultural communication should change the way we think about language. Standard linguistic and pragmatic theories assume that communication and language use depend on there being commonalities, conventions, standards and norms between language users. These conventions of language and conventions of usage create a core common ground and collective salience on which intention and cooperation-based communication is built. When, however, this core common ground is limited as usually is the case in intercultural communication interlocutors cannot take them for granted, rather they need to co-construct them, at least temporarily. So there seems to be a reason to take up the question of how people go about formulating utterances and interpreting them when they can’t count on or have limited access to those commonalities, norms and conventions, and in a sense, they are expected to create, co-construct them (at least a part of them) in the communicative process. How does this intensive co-construction of core common ground, limited access to target language conventions, and temporarily established standards affect language development and use? Will this corrupt the structurality and logic of language? How does linguistic creativity work in these circumstances? These and similar questions will be answered in the presentation with a special focus on three issues: (1) shift of emphasis from the communal to the individual, (2) modified understanding of linguistic creativity, and (3) the changing role of context in language use.


主题二:第二语言习得研究的认知神经科学视角


演讲嘉宾:王建勤教授

内容提要:

讲座将在介绍语言认知神经科学的兴起与新世纪脑科学时代的“脑计划”基础上,对脑科学时代的第二语言习得研究现状进行阐述,并进一步阐释Ellis(2013)提出的第二语言习得认知神经科学研究的9个核心问题及相关研究,具体包括:1. 二语学习与专门语言能力有关还是依赖一般认知机制?

2. 涉及二语学习的心理过程与一语有何不同?

3. 二语理解与产出过程有何不同?

4. 二语的内隐和外显知识的区分是否有效?

5. 注意在二语习得中的作用?

6. 动机是如何影响二语学习的?

7. 双语者是如何控制二语和一语通达的?

8. 存在关键期的证据吗?

9. 去僵化是可能的吗?在此基础上,对二语习得认知神经科学研究的科学前沿进行介绍。


主题三:Individual variation and phonetic recalibration of lexical tone


演讲嘉宾:陈轶亚教授

内容提要:

A hallmark of speech is the presence of abundant variations in the acoustic realizations of sounds and words, both within and across speakers. Yet listeners show a remarkable ability to adapt quickly and comprehend speech fluently. It is commonly recognized that perceptual learning of speech, or phonetic recalibration, plays a crucial role in facilitating this adaptive perception. What has remained open is how exactly our auditory perceptual system dynamically adjusts its mapping of incoming acoustic stimuli to sound categories and how generalizable and stable such recalibration remains. In this talk, I will address these inquiries by discussing results from collaborative projects on the perceptual learning of lexical tone in Standard Chinese, a suprasegmental feature of speech cued mainly via pitch variations to distinguish word meanings. Our findings complement existing research on perceptual learning of speech segments and help to constrain theories regarding the adaptive perceptual processing of speech.


主题四:通过二语词汇习得研究探索词汇教学法


演讲嘉宾:张博教授

内容提要:

汉语第二语言词汇教学应当充分观照二语词汇习得研究,通过二语词汇习得研究探索科学有效的词汇教学方法、技巧和策略。本讲座将以三组具有对立互补关系的词汇教学法为例,阐述二语词汇习得研究对于词汇教学法应用的参考价值和指导作用。这三组词汇教学法分别是:词汇教学的直接法与间接法;词汇教学的语素法与语块法;词语混淆的预防法与辨析法。



主题五:汉语二语学习者言语行为习得研究


演讲嘉宾:吴勇毅教授

内容提要:

言语行为是语言运用的重要表现,也是二语学习者语言习得的重要方面。言语行为的研究涉及到众多理论,除了自身形成的言语行为理论,还涉及语用学、社会语言学、认知心理学、社会心理学、跨文化对比等。不同言语行为的跨文化对比与汉语二语习得与教学直接相关。目前的跨语言跨文化的言语行为对比研究主要是两个方面。在汉语二语习得与语用研究领域,对汉语学习者与汉语母语者的言语行为的表达方式进行对比,就会涉及到汉语学习者的语用迁移和语用偏误;而对汉语学习者与汉语母语者的言语行为的使用方式进行对比,就会观察到汉语学习者言语行为的习得状况及其语用能力的发展。

我们将首先讨论汉语二语学习者言语行为能力的习得与表现(共时)及其语用能力的发展(历时),进而分析汉语学习者言语行为的语用偏误与语用迁移。在此基础上,指出现有研究存在的问题以及未来研究的发展,尤其是言语行为的教学研究问题。



主题六:汉语一语和二语文本可读性分级模型构建


演讲嘉宾:江新教授

内容提要:

可读性(readability)是指文本的可理解程度或难易度。可读性是语言学、心理学、教育学和计算机科学共同关注的研究课题。可读性研究对于分级阅读标准的制定、学生阅读能力发展的监测、教材的编写和评估、汉语水平考试命题的科学化都具有重要的意义。本讲座主要介绍我们有关汉语一语和二语文本可读性分级模型构建的研究。


主题七:成人二语习得为什么难以完全成功?——以英语者学习汉语不及物动词为例


演讲嘉宾:袁博平教授

内容提要:

在成人第二语言习得中,成功者少、失败者多。本讲座将讨论中国人学习英语与外国人学习汉语的情况,并以汉语不及物动词为例,对这一现象进行讨论。不及物动词的使用常常被认为相对简单容易,不太需要进行特殊处理。对这个语法点进行详细和全面处理或讲解的课本或语法书也寥寥无几。所报告的一项汉语二语习得实证研究显示,以母语为英语的汉语学习者,在学习掌握带不及物动词的汉语语序时,遇到很多困难,即便到了高级阶段也是如此。他们可以轻松自如地学习掌握 “名词+不及物动词”的语序,但是他们无法学习掌握汉语中“不及物动词+名词”语序在何种情况下是符合汉语语法的。我们将在句法-语义界面关系的基础上分析汉语二语习得者在学习掌握这一语法点的表现,针对二语学习者对目的语进行语言处理的局限性、对目的语资源分配的低效、以及对各类语言信息之间瞬间协调整合的能力进行尝试性的探讨。


主题八:汉语学习动机与学习持续性研究


演讲嘉宾:温晓虹教授

内容提要:

本研究在当前社会动力(Socio-dynamic Approach)二语学习动机理论的框架下,以实证的方法调查了中文二语学习的初始动机和激励持续学习的内在动力。研究结果表明内在动力的形成与发展和社会互动有密切的关系。学习者期盼自己成为理想的自我(the Ideal L2 Self)或是应该成为的自我 (the ought-to L2 Self)。虽然是“自我“,此“自我”却是在与外界的互动中形成的。学习环境如教师的教学风格和所建立起来的课堂氛围,教学内容与学习材料,及师生与生生之间的互动对学习者的动机有正面或负面的影响。互动的结果加强了学习者的自信心,构建起了成功的学习经验,激发了自我掌控学习的能力,进而在学习过程中能够不断地自我评估自己的学习目标并予以调节。在研究结果的基础上,我们继而提出与教学实践相关的具体措施, 帮助教师主动配合学生激发调动他们的学习积极性。


主题九:Cross-dialect tonal variations and speech processing


演讲嘉宾:陈轶亚教授

内容提要:

Sinitic varieties are known for their rich and intricate cross-dialect variations. Among most Mandarin varieties, the received wisdom is that there are no striking intelligibility differences, partly due to the often quite systematic mappings in lexical tones and segments across dialects. In this talk, I will focus on differences in tonal mapping between regional Mandarin varieties and Standard Chinese and the issues that arise during speech processing for these bidialectal Mandarin speakers. I will discuss results from collaborative projects which show that despite the high-level mutual intelligibility across the sub-varieties of Mandarin, cross-dialect tonal variations not only affect different levels of spoken word processing but also impinge on listeners’ predictive processing during sentence comprehension.


主题十:How does pragmatic competence develop in bilinguals?


演讲嘉宾:Istvan Kecskes教授

内容提要:

This presentation aims to discuss how the emerging new language with its own developing socio-cultural foundation affects the existing L1-governed knowledge and pragmatic competence of adult sequential bilinguals. It is assumed that these bilinguals already have an L1-governed pragmatic competence at place, which will be adjusted to accommodate the socio-cultural requirements of the new language. So there is no separate L2 pragmatic competence. What happens is that the existing L1-governed pragmatic competence becomes modified while changing dynamically under the influence of the new language and its socio-cultural requirements and behavior patterns, blending the emerging features and skills with the existing ones.

I will argue that there is a basic difference between the development of pragmatic competence in L1 and the sequential development of bilingual pragmatic competence. While the former is controlled mainly by the socio-cultural environment the latter is mostly motivated by individual will and preference.



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学分认证

1. 《国际中文教师证书》持证人员符合出勤要求可获得继续教育线下课程17学分。出勤要求为线下学员全程参会,线上学员“参加直播 + 1 周之内观看回放”的总出勤时间达到100%;

2. 通过《国际中文教师证书》面试,但尚未获得《证书》者,继续教育学分保留一年(须达到上述出勤要求);

3.参会者达到出勤要求可获得由会议主办方颁发的会议出席证书。


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报名方式与费用

1. 报名时间

2023年7月17日- 8月16日

2. 报名费用

线下参会:800元/人,含会议三日午餐,交通、住宿自理

线上参会:600元/人,在校学生及《国际中文教师证书》持证人员500元/人

特别提示:线下参会者可提前查询预订会场周边酒店,建议查询酒店时可定位“华东师范大学上海中山北路3663号”以便检索会场附近酒店。

3. 请线下参会者携带有效身份证入校。

4. 报名方式

扫描下方二维码进入报名页面:



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联系方式

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