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[Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 53:1] 2018
► pp. 1–23

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Corpus-based instruction

Teaching discourse-linking jiu (就) in storytelling

 | Rice University
 | University of North Texas
Published online: 19 October 2018
DOI logo with link
https://doi.org/10.1075/csl.17019.yeh
Abstract
The aim of this study is two-fold. First, it demonstrates the use of learner and native speaker spoken Chinese corpora to identify learners’ non-use of the discourse-linking jiu in the narration of stories. To guide students to notice and practice jiu in spoken narrative contexts, we designed and implemented four 50-minute classes of corpus-based instruction. Second, this study investigates the effect of the corpus-based instruction in teaching discourse-linking jiu. Evaluation of the oral production of story narration from the pretest and posttest reveals that the students in the experimental group outperformed the control group. The results suggest that the corpus-based instruction had a positive effect on students’ learning of jiu in storytelling.
摘要
本研究通过语料库发现汉语学习者在故事叙述中没用连词就的情况。为引导学生在口语叙述中掌握就，我们设计了四堂长50分钟基于语料库的教学课。前后测表明实验组学生在故事叙述的表现优于对照组，证明基于语料库的教学能帮助学生在故事叙事中真正掌握就。
关键词： 语料库，汉语，就，外语教学
Article outline
  • I.Introduction
  • II.A literature review of jiu
  • III.Corpora and language teaching
    • The combined spoken Chinese corpus from native speakers and learners
  • IV.Discourse-linking jiu in storytelling
    • a. jiu frequently connects a sequence of multiple events
    • b. jiu frequently occurs with a later event among a sequence of events
    • c. jiu commonly co-occurs with ranhou ‘then.’
  • V.The empirical study
    • Purpose of the study
    • Method
      • Participants
    • Instrument
      • Pretest
        • 1.Story-retell task
        • 2.Cartoon description task
      • Posttest
    • Procedure
  • VI.Corpus-based instruction
    • Theoretical consideration
    • The teaching materials and classroom activities
    • Step 1: Warm-up and review
    • Step 2: Awareness-raising
    • Step 3: Analysis
    • Step 4: Production
    • Step 5: Assessment
    • Results
  • Discussion
  • Notes
  • References
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