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5. The Role of Contrastive Analysis in Pedagogical Grammar by Prof. Teng Shouhsin 鄧守信教授

Topic: 5. The Role of Contrastive Analysis in Pedagogical Grammar by Prof. Teng Shouhsin 鄧守信教授

Posted - 25/04/2003 : 18:08:35

Teng Shouhsin

Department of Chinese, Translation and Linguistics 中文、翻譯及語言學系

Institute of Chinese Linguistics 中國語言學研究所

Language Information Sciences Research Centre 語言資訊科技研究中心

Seminar Series: A Pedagogical Grammar of Chinese 研討會系列: 對外漢語教學語法

by

Professor Teng Shouhsin 鄧守信教授

Institute of Chinese as a Second Language National Taiwan Normal University 國立台灣師範大學華語文教學研究所

5. The Role of Contrastive Analysis in Pedagogical Grammar 5. 對比分析在教學語法中的角色

Time: 4:30 - 6:00 pm 下午四時三十分至下午六時

Date: 30th April 2003 (Wednesday) 日期: 二零零三年四月三十日 (星期三)

Venue: B7603 (CTL Multi-purpose Room), City University of Hong Kong 香港城市大學 B7603 室 (中文，翻譯及語言學系多用途室)

Abstract 摘要

Though contrastive analysis (CA) no longer has any role to play in the field of second language acquisition, it has been quietly, abundantly and to me appropriately employed in second/foreign language instruction. This segment of my talks will be a call for the legitimised return of CA, especially its weak version, in language education, where its role can be defined in terms of the instructors' recognition of transfer/interference, error correction, and in the design of pedagogical grammar. In the last mentioned, we shall, in this talk, apply CA to define a scale of "difficult-ness" of syntactic structures. Specifically, we propose the following hypotheses. Hypothesis One: Inter-linguistic distance in syntactic structures contributes to difficultness. Situation 1: L1 has a syntactic structure and L2 has an equivalent Situation 2: L1 has a syntactic structure but L2 ha no equivalent Situation 3: L2 has a syntactic structure but L1 has no equivalent Hypothesis Two: Inter-linguistic distance in semantic structures contributes to difficultness. Situation 4: L1 has a semantic structure and L2 has an equivalent Situation 5: L1 has a semantic structure but L2 ha no equivalent Situation 6: L2 has a semantic structure but L1 has no equivalent Situations 1-6 define a scale of difficultness that can be applied in structural sequencing. Each situation will be amply illustrated with structures from English and Putonghua.

Language of presentation: Mandarin Chinese 演講語言: 普通話

Enquiries 詢問電話: 2788-8705

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Enquiry: LTenquiry@cityu.edu.hk