A Study on Teaching Chinese Second Language Interjection Based on PACE Teaching Model
基于PACE教学模式的汉语二语叹词教学研究
DOI:
https://doi.org/10.20961/mandarinable.v2i1.689Keywords:
teaching chinese grammar, teaching interjection, PACE teaching modelAbstract
The PACE teaching model combines the advantages of teaching a second language explicit grammar and implicit grammar. The PACE teaching model is introduced comprehensively, and the Chinese interjection"啊、唉、嗯、呦、哎呀、哦、嘛、呢" are selected and studied in the design of teaching Chinese second language interjection based on the PACE model. Finally, the applicability of the PACE teaching model to the teaching of Chinese second language interjection is analyzed from the perspectives of the advantages of the PACE teaching model, the difficulty of acquiring interjection and the characteristics of the textbook layout, which provides Chinese teachers with new ideas for teaching Chinese grammar.
References
Adair-Hauck B, Donato R. Foreign language explanations within the zone of proximal development [J]. Canadian Modern Language Review, 1994, 50(3): 532-557.
Adair-Hauck R B. A descriptive analysis of whole language/guided participatory versus explicit teaching strategies in foreign language instruction [D]. University of Pittsburgh, 1993.
Cho, Y. A. (2018). The Effects of Differential Grammar Learning Tasks on L2 Learners' Grammatical Knowledge and Their Beliefs about Grammar Instruction. The Linguistic Association of Korea Journal, 26 (3), 1-23.
Celce‐Murcia M. Making informed decisions about the role of grammar in language teaching[J]. Foreign language annals, 1985, 18 (4): 297-301.
Donato R, Adair-Hauck B. PACE: A story-based approach for dialogic inquiry about form and meaning [J]. Teacher’s handbook: Contextualized language instruction, 2016, 5: 206-230.
Ellis R. Current issues in the teaching of grammar: An SLA perspective[J]. TESOL quarterly, 2006, 40(1): 83-107.
Hasel, C. A. (2022). The Research Comparison Between the Consonants of Bahasa Indonesia and Chinese Mandarin. MANDARINABLE : Journal of Chinese Studies, 1(1), 1–9. https://doi.org/10.20961/mandarinable.v1i1.322
Haight, C. E., Herron, C., & Cole, S. P. (2007). The effects of deductive and guided inductive instructional approaches on the learning of grammar in the elementary foreign language college classroom. Foreign language annals, 40(2), 288-310.
Li H, Paul J. A Usage-Based Approach to L2 Grammar Instruction Delivered Through the PACE Model[M]//The Routledge Handbook of Chinese Language Teaching. Routledge, 2019: 257-271.
Na, Zhao. (2022). The Research of Online Chinese Teaching to Ethnic Chinese Children: 华裔儿童线上汉语教学研究. MANDARINABLE : Journal of Chinese Studies, 1(2), 83–90. https://doi.org/10.20961/mandarinable.v1i2.448
Tanjung, R. C., Rudiansyah, R., & Julina, J. (2022). An Analysis of Figurative Languages on Teressa Teng’s Song Lyrics. MANDARINABLE : Journal of Chinese Studies, 1(2), 60–68. https://doi.org/10.20961/mandarinable.v1i2.445
刘燕. 东南亚留学生汉语常用感叹词习得研究[D]. 福建师范大学, 2014.
楚昊舒. 以英语为母语的留学生叹词习得情况考查及偏误分析[D]. 吉林大学, 2013.
张海荣. 汉语语气词及其对外汉语教学初探[D].上海外国语大学,2007.
张谊生．现代汉语虚词[M]．上海：华东师范大学出版社,2002:285.
刘蕾. 叹词习得情况的调查与分析[J]. 语言教学与研究, 2002 (2): 24-28.
作者简介：于力申（1992），男，澳门科技大学国际学院博士生；孔晴晴（1989），女，澳门科技大学国际学院硕士生。
Downloads
Published
Issue
Section
License
This is an open-access journal in accordance with the Creative Commons Attribution 4.0 International (CC BY 4.0) license. This permits users to:
Share — copy and redistribute the material in any medium or format
Adapt — remix, transform, and build upon the material
for any purpose, even commercially.
Under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
