【Macao Humanities Forum】Pedagogical Grammar: Its Status and Formation in the International Education of Chinese by Prof Lening Liu from Columbia University (1 Smart Point and 15 CS)
lisalam2025-01-16T00:00:13+08:00出席活動的同學可獲一粒至叻星及全人發展獎勵計劃“知識整合能力”項的15個CS
Participating students will be awarded 1 SAO Smart Point and 15 CS on“Knowledge integration” in the Whole Person Development Award Programme
鏡海人文論壇(2024/2025)第三講將於2025年1月15日舉行。本論壇旨在定期邀請來自不同人文領域的世界知名學者,與學院師生分享最新研究成果。我們誠摯邀請澳大同仁參與本次精彩活動。
在本次論壇中,我們十分榮幸邀請到劉樂寧教授擔任主講嘉賓,為我們帶來題為「教學語法在國際中文教育中的地位及其構成」的演講。劉教授現為美國哥倫比亞大學東亞語言文化系教授,並擔任該校漢語作為二語教學師資項目聯合主任。他擁有陝西師範大學中文學士和漢語史碩士學位,以及美國佛羅里達大學語言學博士學位。自1995年起,劉教授便任教於哥倫比亞大學,期間曾擔任中文部主任及孔子學院美方院長。他的研究領域廣泛,包括句法學、語篇語法以及漢語教學法等。劉教授在學術研究方面碩果纍纍。他主編的《走近中國:初級漢語教程》和《理解中國:高級漢語教程》等多本漢語教材廣受好評。此外,他還參與編寫了《漢語教師專業技能指導手冊》及《跨文化交際教程》等重要著作。目前,劉教授擔任世界漢語教學學會常務理事,並出任《國際中文教育學報》聯合主編及《華文教學與研究》編輯委員會委員,在中文教育界具有重要影響力。
論壇詳情如下:
主講者:劉樂寧教授
主題:教學語法在國際中文教育中的地位及其構成
日期:2025年1月15日(星期三)
時間:16:00 – 17:30
地點:E21A-G035
語言:英文(現場輔以普通話即時傳譯)
本次論壇將提供輕便茶點,數量有限,先到先得。
歡迎有興趣參與的同事及學生於2025年1月13日(星期一)或之前透過以下鏈接報名:https://umac.au1.qualtrics.com/jfe/form/SV_ah5ixv3FTJaa9Xo
摘要:本講座探討教學語法在國際中文教育中的地位及其構成。講者認為國際中文教育的核心任務是提出一套中文的教學語法及與之配套的教學方法,而不是孜孜於諸如語言政策,二語習得理論和跨文化交際這些邊緣領域。講者首先從構式語法的角度對”語法”進行重新定義,認為語法不是一套抽象的規則,而是語言使用的反映與結果。語法是系統性地儲存於人腦中的一套構式,而構式乃是語言形式與其意義的配對。這些意義包括語義的,句法的,語用的,甚至文化的功能。教法語法的提出,首先需要將理論語言學最新最好的成果,不論來自形式句法學還是功能語法學,轉化為明晰的教學策略與教學活動。這一轉化必須遵循教學語法的基本原則,即準確、簡明和夠用。這套語法還必須適用於語別化的國際中文教學,即必須考慮具體國家中文學習者的母語知識及其常見的漢語習得偏誤。只有在這樣一套教學語法的基礎上,我們才能找到教授其結構和用法的適當方法。講者將以實例展示這一教學語法的構造與實施。
The Faculty of Arts and Humanities (FAH) is delighted to announce that the 3rd Lecture of the Macao Humanities Forum (2024/2025) will be held on 15 January 2025. The forum aims to provide a platform for world-renowned scholars from diverse humanities fields to share their research with the FAH community and other UM scholars. All members of the UM community are cordially invited to this splendid event.
In this upcoming forum, we are honored to have Professor Lening Liu as our guest speaker to deliver a lecture on “Pedagogical Grammar: Its Status and Formation in the International Education of Chinese.” Professor Liu is a Professor of East Asian Languages and Cultures at Columbia University and co-director of The Certificate Program of Teaching Chinese to Speakers of Other Languages. He holds a BA in Chinese Language and Literature and MA in History of Chinese Language from Shaanxi Normal University, and a PhD in Linguistics from the University of Florida. Since 1995, he has been teaching at Columbia University, where he served as Director of Chinese Language Program and Director of Confucius Institute. His research interests include syntax, discourse grammar, and Chinese language pedagogy, among others. His publication record includes influential works such as “A Teacher’s Manual for the Instruction of Chinese: Methods and Techniques” and “A Course on Intercultural Communication.” He has also co-edited widely-adopted textbook series including “Approaching China: Elementary Chinese” and “Understanding China: Advanced Chinese.” He currently serves as a member of the Executive Committee of The International Society for Chinese Language, Editor-in-Chief of International Chinese Language Education, and as an editor for TCSOL Studies.
Details of the forum are as follows:
Speaker: Professor Lening Liu
Topic: Pedagogical Grammar: Its Status and Formation in the International Education of Chinese
Date: 15 January 2025 (Wed)
Time: 16:00 – 17:30
Venue: E21A-G035
Language: English (with onsite simultaneous interpretation into Mandarin)
*Light refreshments will be served on a first-come, first-served basis.
Please register for the forum by 13 Jan 2025 (Mon) via https://umac.au1.qualtrics.com/jfe/form/SV_ah5ixv3FTJaa9Xo
Abstract:
This lecture explores the nature of pedagogical grammar within the field of International Education of Chinese and examines its development. The speaker argues that the core objective of the discipline should be the creation of a pedagogical grammar and its associated teaching methodologies, rather than focusing solely on peripheral areas such as language policy, theories of second language acquisition, and cross-cultural communication. We will begin by redefining grammar through the lens of Constructional Grammar, which posits that grammar comprises a set of constructions systematically stored in the human mind that link linguistic forms to their meanings—encompassing semantic, syntactic, pragmatic, and cultural aspects. These constructions are not abstract rules but rather reflections of actual language use. To formulate a pedagogical grammar, it is essential to integrate the latest linguistic insights from various theoretical frameworks—be they formal or functional—into concrete teaching strategies and activities. This process must adhere to general pedagogical principles, including accuracy, conciseness, and sufficiency, and should be tailored to the specific language context. The acquisition errors typical of language-specific learners and their native language knowledge must also be taken into account. Only after establishing such a pedagogical grammar for Chinese can we effectively identify appropriate methods for teaching its structures and uses. The lecturer will provide examples to illustrate how this grammar is developed and applied in practice.