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Seminar Series by Prof. Teng Shouhsin 鄧守信教授
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Topic:  Seminar Series by Prof. Teng Shouhsin 鄧守信教授
posted itemPosted - 20/03/2003 :  15:38:52
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 研討會系列


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

1. 26-3-2003 Pedagogical Grammar: Preliminaries and Basic Framework 教學語法: 初步的理論架構 2. 2-4-2003 Simplicity as an evaluative measure 評估之簡單性原則 3. 9-4-2003 Defining the concept of difficulty 語法點困難度之界定 4. 23-4-2003 Sequencing syntactic structures 語法結構之排序 5. 30-4-2003 The role of contrastive analysis in pedagogical grammar 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

Venue: B7603 (CTL Multi-purpose Room), City University of Hong Kong 香港城市大學 B7602 室 (中文,翻譯及語言學系多用途室)


Pedagogical grammar is a new field in applied linguistics, in particular modern language instruction. It is primarily based on analytical syntactic analyses as its foundation, but it further incorporates learning perspectives. As learners of languages vary widely in their personal backgrounds, a pedagogical grammar is by its own definition multifaceted. Furthermore, as pedagogical grammar relates to the use of language, it also relies heavily on computational linguistics. A pedagogical grammar is by necessity learner-oriented and prescriptive. It is also cumulative, in that a structure (i.e. a construction or pattern) is broken down into several sub-structures and presented in stages. This property entails grading syntactic structures on a scale of difficulty in learning/acquisition, which will be elaborated in these lectures. Within and across different stages in the process of learning, syntactic structures are sequenced. Sequencing is to be determined on the basis of structural and semantic complexity, frequency of use, rates of error, and inter-language distance. 教學語法是應用語言學及現代語言教學法中的新領域,其主要是以理論語法分析為基礎,此外亦考量學習者的種種因素。由於語言學習者的背景有很大的差異,因此教學語法也採多面向的考量。再者,因教學語法與語言使用有所相關,故也與計算機語言學有密切的關聯。 教學語法是以學習者為導向,是一種規範性、累進式的教學語法。即一個語法結構可分出幾個次結構,在不同的學習階段教授。根據學習/習得的困難度將語法結構分等級乃為教學語法的特性。 這些語法結構的分等級原則將會有詳細說明。在不同的學習階段中,語法結構之教授是經過排序的。而排序的標準則是以語法困難度、語義困難度、使用頻率、病句出現頻率以及跨語言差距 (inter-language distance) 為根據。
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