冯胜利   香港中文大学

    冯胜利，香港中文大学教授。北京语言大学长江学者。1977年考入北京师范大学，先在历史系攻古史，两年后又考入中文系陆宗达教授门下读研究生，文史兼治。毕业后留校任教，很快即留学美国，受业于宾夕法尼亚大学拉波夫教授，专攻西方语言学，并获得语言学博士学位。曾为美国堪萨斯大学东亚系终身教授，哈佛大学东亚语言文明系教授、中文部主任，哈佛北京书院主任，北京语言大学长江学者讲座教授。曾任国际中国语言学会理事，《中国语言学论丛》副主编，美国国家自然基金会项目申请评审人；现为近十种国内外语言学及语言教学杂志编委，以及国内外语言学杂志和出版社审稿人。冯胜利教授的专业研究领域为训诂学（Exegesis）、历史句法学(Historical Syntax）、韵律构词学（Prosodic Morphology）、韵律句法学（Prosodic Syntax）。他把韵律构词学理论引入汉语合成词的研究，创建了“韵律句法学”的理论,将韵律句法与词法的研究引入对外汉语教学，为基于汉语语言事实和特点而进行的语言理论研究领域做出重大贡献。著作有《汉语的韵律、词法与句法》、《汉语韵律句法学》及《汉语书面用语初编》等。

演讲主题：
    汉语二语教学中“初级与高级语法分界”的理论和方法——
“三一语法”及 “语体语法”的新模式

提要：
    汉语二语的初级（这里指一、二年级）和高级（这里指三、四、五年级）的教学语法究竟有何不同，至今仍是对外汉语教学中没有明确答案的一个重要课题。本文根据作者近年的研究（冯2003,2005,2010）以及其他学者的最新成果（张2005，李2010，铃木2010），提出一种“初级与高级语法分界”的理论方法以及课堂操练的相应模式。
    文章认为：初级语法当以日常口语（日常体/非正式体）为习得对象、以“三一语法”为理论体系。而高级语法则当以正式语体为习得对象、以“语体语法”为其理论体系。“三一语法”和“语体语法”配套而行，互补互益，相济为用，以此形成一套比较理想和完整的初、中、高级语法分界的理论原则和现实体系。
    具体而言，初（中）级日常口语的语法教学与习得，以建立一个（1）形式结构、（2）功能作用、以及（3）典型语境三维合一的教学语法体系为目标，彻底摆脱和超越以往要么独教“结构”、要么单学“功能”，而始终没人专门关注句型的现实功用（如“‘把字句’是干嘛用的”）的偏隘。“三一语法”乃合“句法结构”、“结构用途”以及“操练门径”为一体，以期综合初级语法“教、学相济”之大成。
    而（中）高年级的语法教授与习得，则从区分语体入手、进而掌握庄雅语体的词汇、句型和表达。为此，我们提出一种以区分和掌握庄重、典雅语体语法为宗旨的（中）高级语法体系，其中包括庄雅体造词、造语、造句等多种方式与手段，如嵌偶词、合偶词、古语今用典雅法、泛时空化正式法等正式、典雅法。文章认为：词汇、短语以及语法格式，均离不开它们自身的语体功能。正因如此，二语教学中的词汇和句型亦当标有[±正式]和[±典雅]两大二元对立范畴的语体特征及其语法属性。
    如何区分和鉴别初中级和中高级语法的内容和条目，越来越成为飞速发展的二语教学事业的障碍与瓶颈，是目前对外汉语教学上的一个攻坚堡垒。有鉴于此，这里提出了“三一语法”和“语体语法”配套而行的方案，或可提供一条突破障碍，打破瓶颈的可行之路。
    本文在探讨三一语法理论和方法的同时，进而介绍《三一语法汇编》的编纂情况；与此同时，在讨论语体语法的原理和机制的同时，进而介绍《汉语书面用语初编》的再编内容与展望。文章最后强调：这里提出的初级与高级分界的两个语法模式，不仅可以加深教师对汉语本体的深入了解，同时还可以直接应用于二语教学，提高教师的自身的语文素质及其课堂教学的质量。
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Zhaohong Han   Teachers College, Columbia University

Professor ZhaoHong Han (Ph.D. University of London) teaches applied linguistics and second language pedagogy at Teachers College, Columbia University. Her research interests are in second language acquisition and its interface with second language instruction. She has published extensively in these areas. She was the recipient of the 2003 International TESOL Heinle & Heinle Distinguished Research Award for her article “A Study of Recasts on the Impact of Tense Consistency in L2 Output” in TESOL Quarterly, and has repeatedly received the Teachers College, Columbia University Outstanding Teaching Award.

Topic: Why ‘practice does not make perfect

Abstract:
By conventional wisdom, practice is pivotal to the acquisition of any skill from driving to solving mathematical problems. Language learning, by analogy, is no exception. Indeed, practice plays an important role in the acquisition of any second language (Chinese included), as has been well established theoretically and empirically. According to the Output Hypothesis (Swain, 1995), for example, output practice can perform a number of functions, including (a) enhancing fluency, (b) enabling hypothesis testing, (c) promoting noticing, and (d) providing a point of metalinguistic reflection. Swain posits, in particular, that pushed output, or ‘comprehensible output,’ is critical to taking learners out of their ‘comfort zone,’ where they engage only in meaning-based processing, to performing both meaning and form processing, a process deemed central to second language acquisition. However, all this does not amount to saying that the sheer amount of practice can determine the acquisition outcome. In fact, research has also shown that practice does not make perfect when it comes to second language learning: Not only can practice be useless; it can also hurt learning.
Practice can take many forms, associated with comprehension and production. In this presentation, however, I will focus on the role of production (output) practice, starting with a brief sketch of common types of practice as found in instructional settings. Then, in the context of Chinese as a second/foreign language, I will guide an analysis of two distinct types of practice, mechanic practice and communicative practice, and in so doing, instill an understanding that decisions on what to practice, how to practice, and when to practice should not be made at random in the classroom. Ultimately, I hope to raise the awareness that practice, while a critical part of the process of second language acquisition and hence a staple of instruction, has its limitations and, therefore, must be handled with care and understanding.
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Shih-Chang Hsin   the National Taiwan Normal University

Dr. Shih-Chang Hsin is currently a full professor of Graduate Institute of Teaching Chinese as a Second Language at NTNU, the National Taiwan Normal University. He received his B.A. in Chinese Literature from NTNU, and worked as a high school Chinese teacher for several years before pursuing his graduate study in the US. He received the M.S. and Ph.D. in Instructional Systems Technology from Indiana University-Bloomington.
His research interests include computer-assisted language learning, Chinese language instructional design, Chinese learning strategies, and Chinese language promotion and policy. Over a hundred of his articles and research papers are relevant with these fields. He has served as the chairman from 2001-2007 and the founder of the doctoral program for his graduate institute. He has served as a board member for several Chinese associations in Korea, Hong Kong and Mainland China, as well as serving as the president for the Association of Chinese as a Second Language in Taiwan from 2006-2010. In the past decades, he has organized more than 10 international conferences in the field of Chinese teaching, including 1st to 7th ICICE (International Conference of Internet Chinese Education).
Dr. Hsin has offered courses for the Sinology of Free University (Berlin, Germany) and International Chinese MA program in Chulalongkorn University (Thailand) as a visiting professor.

題目：華語國際化與區域華語   Internationalization of Chinese Language and Regional Chinese

摘要：
    進入本世紀之後，學習華語（華語）的人數更在全球各地大幅度的增長，粗估學習中文的非母語人數可能擴張至2,500萬至3,000萬人，華語在亞洲東半部各國多成為僅次於英語的第二外語，在韓國與越南更有隱隱有超過英語之勢，當華語從地區語言逐步成為國際性的語言時，對於華語的基本概念亦應重新思考，對於國際華語推廣應有的方向也待進一步討論。
    任何語言因使用區域不同而產生變異是必然的現象，依英國學者David Crystal (2003) 之見解，英語的多元化也是促其成為全球語言的因素之一，現今的英語已形成了許多區域英語，有英式、美式、加勒比海式、印度式、南非式、加拿大式、澳大利亞式等不同的英語類型，各有特色及規範，彼此間也互相認可與包容，而得以共同造就了國際英語。
    實際上，華語也如同英語，早因地域及社會環境不同而有區域的差異，例如北方漢語、南方漢語、台灣華語、星馬華語、港澳華語等等。而華語若要能國際化，一方面必須正視華語的多元化本質，對於不同區域的華語加以尊重與包容，並接受華語的變體。另方面對於華語規範的觀念也應從單一標準到多元開放，將各地華語都視為華語大家族的一部份。
    近年針對區域華語的研究已愈來愈多，許多學者早已開始研究各地的華語特色（例如台灣的國語、港澳華語、新加坡華語等等），從語音、語法或詞彙方面研究各地的特色。然而以北美的華裔人口已達三百七十萬人來看，在英語環境及生活環境截然不同的社會下，華語的變異似屬必然，北美的華人及中文學習者是否在詞彙、語音，乃至於語法及語用方面都有北美華語的特性，是值得探討的課題，但目前這方面的研究尚待開展。
    本報告旨在借鏡英語的國際化，而從華語的語言標準、語言人口、語言規範、語言變化等層面進行觀念上的討論，並拋出北美華語的看法，以供學者們進一步討論研究。筆者認為在國際華語教學方面，應在聽說讀寫的內容及教材編寫方面都應迎合此趨勢，包括漢字、語音、詞彙及語法等均應顧慮到華語的多元化及包容性。
關鍵詞：華語、英語、國際華語、華語教學、北美華語

Jane Lu   Confucius Institute in Chicago

Jane Lu is the coordinator of the Chinese World Language Program in Chicago Public Schools and the director of the Confucius Institute in Chicago. She has worked in CPS as a Chinese teacher, curriculum writer and instruction differentiation specialist, and has served on the Illinois State Board of Education Content Advisory Committee. Jane Lu has a M.Ed. in Instructional Leadership from UIC and she is certified in Chinese, English, Bilingual Education and ESL at both elementary and high school levels in the State of Illinois.

Topic: Effective Classroom Management Strategies

Abstract:
Whether you are a new teacher or have been teaching for years, everybody faces classroom management challenges and we all know that a well-managed classroom provides an environment in which teaching and learning will flourish. In this session, the presenter will share her experiences and discuss with the audience some effective classroom management strategies.
The presenter will deliver the session through a PowerPoint presentation, hands-on activities and handouts. The session will be presented in English and/or Chinese according to the needs of the audience. Participants will be able to bring some effective classroom management strategies back to their classrooms.
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张和生   北京师范大学

    张和生，1978年就读于北京师范大学中文系（现称文学院），先后获学士、硕士、博士学位。留校任教以来从事训诂学、词汇学、对外汉语教学研究，发表论文数十篇，著有《对外汉语词汇教学研究》，主编《对外汉语课堂教学技巧研究》、《汉语报刊教学理论与方法》、《汉语可以这样教──语言要素篇》等对外汉语教师培训用书多部，主持多个国家汉办科研项目。2002年被评为“全国对外汉语教学优秀教师”。现为北京师范大学汉语文化学院教授、博士生导师，并担任学院执行院长。

演讲主题：面向对外汉语教学的汉字构形理据量化研究

提要：
    对现代汉字构形理据进行定性、定量研究，是对外汉字教学的需求。本文以《汉语水平词汇与汉字等级大纲》中2098个形声字为研究范围，选取可以统摄10字以上的51个部首及其下辖的1781个形声字为研究对象，进行汉字理据度分析，得到的理据度接近0.8。这样高的理据度若不在汉语字词教学中加以利用，是忽视了汉语、汉字的特色，也是一种教学资源的浪费。
关键词 汉字 构形理据 量化研究
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张英   北京大学

    张英，北京大学对外汉语教育学院院长、教授。1992年开始从事对外汉语教学及研究。学术兴趣主要为对外汉语文化教学及教材研究、中华传统文化及跨文化交际研究等。自1995年始，先后赴美国康乃尔大学、日本京都女子大学、法国巴黎第十大学、日本山梨县立大学任教，曾赴英国、美国、阿根廷和智利等国家培训中文师资。

演讲主题：中美文化对比的视角及教学策略

提要：
    中美文化差异是中文教学和培养学习者跨文化交际能力的重点和难点之一，常规的方法是从对比差异的角度来教授中国文化，在凸显中美文化差异的同时，易于形成两种文化隔绝或对立的认知模式，这对培养学习者跨文化交际能力、增强多元文化融合意识是非常不利的。依据每种文化都兼具民族个性和人类共性的原理，文化教学的视角和策略应该既要关注因文化差异而导致的跨文化交际障碍，即文化差异所产生的负效应；同时也要关注文化共性在跨文化交际中所发挥的积极作用，即文化共性所产生的正效应。中文教学关注差异但不能止于差异；跨文化交际能力也包含文化多元意识和文化融合能力。
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