音像了解汉语学习者:汉语写作教学的体演文化教学法刘颖

CHAPTER 1 Coition in the Context of Chinese as a Foreign Language
1.1 Increased Need for Coition in Chinese as a Foreign Language Program
1.2 Coition: Definition and Assutin
1.2.1 Coition Is a So Activity Rather Than a Solitary Act
1.2.2 Coition Is Based on a Shared Common Ground
1.. Coition Is a Process of Negotiating Meaning
1.2.4 Toward a Pedagogical Model of Coition
1.3 Development of Coition Theories
1.3.1 Coition as a Product
1.3.2 Coition as a Process
1.3.3 Coition as a So-interactive Practice
1.4 Theories of Coition in the Chinese L2 Context
1.4.1 Chinese Coition, Characters, and Shumianyu
1.4.2 Research in Chinese L2 Coition Instruction
1.5 Outline of the Book
CHAPTER 2 Cultural Aspects of Persuasive Coition
2.1 Coition as a Cultural Artifact
2.2 A Culture-based View of Persuasive Coition
2.2.1 The Role of Persuasive Coition in American Culture
2.2.2 The Perception of Evidence in American Culture
2.. The Role of Persuasive Coition in Chinese Culture
2.2.4 The Perception of Evidence in Chinese Culture
. Persuasive Coition in a Cross-cultural Context
CHAPTER 3 American Students Interpretation of Chinese Evidence
3.1 Literature Review
3.1.1 From Contrastive to Intercultural Rhetoric
3.1.2 Chinese-English Contrastive Rhetoric
3.2 Research estions
3.3 Research Method
3.3.1 Reasons for Utilizing the litative Research Method
3.3.2 Trustworthiness of the Study
3.3.3 The Setting
3.3.4 The Participants
3.3.5 Data Sources
3.3.6 Data Analysis
3.4 American Students Perceptions of Evidence in Chinese Persuasive Coition
3.4.1 Evidence in the Textbook
3.4.2 Evidence Introduced in Class
3.4.3 Students Understanding of the Concept of Evidence
3.4.4 Students Perceptions of Using Well-known Stories as Evidence
3.4.5 Students Perceptions of Using Famous Sayings as Evidence
3.4.6 Students Accounts of Legitimate Evidence
3.4.7 Students Accounts of L1 versus L2 Education
3.4.8 Summary
3.5 American Students Use of Evidence in Chinese Persuasive Coitions
3.6 Conclusions
3.6.1 Revisiting the Concept of Evidence
3.6.2 Culturally Constructed "Truth
3.6.3 Bridging Cultural Differences in Pedagogical Experience
CHAPTER 4 CFL Writers Coition Performance in China
4.1 Culture, Performance, and Curriculum Design
4.2 Literature Review
4.3 Purpose of the Study
4.4 Research Method
4.4.1 Explanation of the Survey Research Method
4.4.2 The Survey
4.4.3 The Participants
4.5 Results
4.5.1 Biographical Data
4.5.2 Chinese L2 Learners Coition in Their Everyday Lives
4.5.3 Chinese L2 Students Coition Performances in the Workplace
4.5.4 Chinese L2 Learners Coition Performances in Academic Contexts
4.6 Discussions
4.6.1 Discourse Community, Domain, and Genre
4.6.2 Levels of Generic Conceptualizations
4.7 Pedagogical Implications
4.7.1 Level One: Daily Task Coition
4.7.2 Level Two: Informal Correspondence
4.7.3 Level Three: Coitions with Formal Elements
4.7.4 Level Four: Acquisition Model of Instruction Gradually Introduced
4.7.5 Level Five: Domain-specific Coitions
CHAPTER 5 Toward a Performed Culture Instruction in Chinese L2 Coition
5.1 Framework for Developing a Chinese L2 Coition Curriculum
5.1.1 Cultural Studies
5.1.2 Ethnographic Studies
5.1.3 Studies of Genre Analysis
5.1.4 Linguistic Studies
5.1.5 Psychological Studies
5.1.6 Educational Studies
5.2 Persuasive Coition in Chinese L2 Curriculum
5.3 Organizing a Curriculum for Performed Culture Coition
5.3.1 The Performed Culture Approach Meets Students Needs in Target Contexts
5.3.2 Goals and Objectives of a Performed Culture Coition Curriculum
5.3.3 Sequencing the Performances in a Performed Culture Coition Curriculum
5.3.4 Selecting Model Coitions in a Performed Culture Coition Curriculum
5.4 Implementing a Performed Culture Approach in Chinese L2 Coition Courses
5.4.1 The Role of the Learning Cycle in a Performed Culture Coition Class
5.4.2 Modeling the Context
5.4.3 Deconstructing the Model Coition
5.4.4 Scaffolding Activities
5.4.5 Constructing Chinese L2 Coitions
5.5 Conclusion and Future Research
BIBLIOGRAPHY
APPENDIX A Interview estions to Chinese L2 Students
APPENDIX B Interview estions to the Course Instructor
APPENDIX C Survey estionnaire of Chinese L2 Learners Coition Performances
APPENDX Results of the Web-based Survey of Chinese L2 Learners Coition Performances
NEX

刘颖，现为浙江大学传媒与靠前文化学院教师。美国俄亥俄州立大学东亚系博士，从事汉语言教育教学工作多年，具有丰富的学科专业知识积累和实践经验，主要研究方向为汉语写作教学等，发表多篇。