课程名称：汉语儿童语言研究和教学创新与发展(Language research into Chinese-speaking children and developing creativity in Chinese language teaching)

任课教师：金立贤（Director of Centre for Intercultural Research in Communication & Learning (CIRCL); professor of Linguistics & Intercultural Learning, Speech and Language Therapy Faculty of Health & Life Sciences, De Montfort University, UK）

时间：6月17-20日、6月24日，5-8节

地点：教二408

课程纲要：

一． 教学目标

在课程结束后，希望参与者能够：

1.      学习儿童汉语语言发展的研究方法，

2.      了解如何使用中国最近公布的语言句法语料库（C-LARSP），

3.      解释和分析汉语语言发展的数据，

4.      尝试并形成一系列促进学生思维创造性和评价性的语文教学技巧。

二． 教学内容与教学方式

参考文献：（学生可从同主题文献中选择一二进行阅读，不必看完全部。）

Chomsky, Carol (1969) The Acquisition of Syntax in Children from 5 to 10. Massachusetts: The M.I.T. Press.

Cook, V. (1988) Chomsky’s Universal Grammar, an introduction. Oxford: Basil Blackwell

Cook, V. (2003, ed.) Effects of the Second Language on the First. Clevedon: Multilingual Matters Ltd.

Foster-Cohen, Susan (1999) An Introduction to Child Language development. London: Longman

Fromkin, V. & Rodman, R. (2006) An Introduction to Language, Eighth Edition, Fort Worth: Harcourt Brace Jovanovich College Publishers

Ginsburg, H. and Opper, S. (1969) Piaget’s theory of Intellectual Development, an introduction. London: Prentice-Hall International, Inc.

Hoff-Ginsberg, Erika (1997) Language Development. Pacific Grove: Brooks/Cole Publishing Company

李宇明(1995) 儿童语言发展. 武汉: 华中师范大学出版社

李宇明, 陳前瑞(1998) 语言的理解与发生: 儿童问句系统的理解与发生的比较研究.  武汉: 华中师范大学出版社

McLaughlin, S. (1998) Introduction to Language Development. San Diego: Singular Publishing Group, Inc.

Nelson, K. E.; Aksu-Koc, A. and Johnson, C. E. (2001, eds.) Children’s Language, interactional contributions to language development

辛安亭(1982) 对三岁前幼儿语言发展教育的实验. 朱智贤主编, 三岁前儿童心理的发展. 北京: 北京师范大学出版社

O’Grady, W. (2005) How Children Learn Language. Cambridge: Cambridge University Press

Zhang Y.W.; Jin, X.M.; Shen, X.M.; Zhang, J. M.; Hoff, E. (2008) Correlates of early language development in Chinese children. International Journal of Behavioral Development. Vol. 32, No. 2, 145-151

周兢(2002) 儿童语言运用能力的发展. 南京: 南京师范大学出版社

Zhou, Jing. & Jin, L. (2012) Do Educational Backgrounds Make a Difference? A Comparative Study on Communicative Acts of Chinese Mothers in Interacting with Their Young Children, Chinese Language and Discourse. Vol. 3:1. pp. 90-108 http://benjamins.com/#catalog/journals/cld/main

周兢和张鑑如(2009，编) 汉语儿童语言发展研究. 北京：教育科学出版社

Zhu, H. (2002). Phonological development in specific contexts: studies of Chinese-speaking children. Clevedon: Multilingual Matters.

朱曼殊（1986）儿童语言发展研究. 上海：华东师范大学出版社

参考文献：

Ball, M. J. (1988). LARSP to LLARSP: the design of a grammatical profile for Welsh', Clinical Linguistics & Phonetics, 2 (1), 55-73.

Chao, Y. R. (1968). A grammar of spoken Chinese, California: University of California Press.

晁继周和韩敬体(2005编) 现代汉语词典. 第五版. 北京: 商务印书馆

Cheung, H. (2009). Grammatical characteristics of Mandarin-speaking children with specific language impairment. In Sam-Po Law, B.S. Weekes & Anita M-Y Wong (eds), Language disorders in speakers of Chinese, Bristol: Multilingual Matters, 19-32.

郭振华(2000) 简明汉语语法. 北京：华语教学出版社

Hsu, J. H. (1996). A study of the stages of development and acquisition of Mandarin Chinese by children in Taiwan, Taipei: Crane.

黄伯荣和廖序东（1981）现代汉语. 兰州：甘肃人民教育出版社

Huang, C J. & Li, Y. A. (eds) (1996). New horizons in Chinese linguistics, Dordrecht: Kluwer.

Jin, L. (2009). Chinese syntactic structures: a grammar guide to language profiling. Unpublished booklet.

Jin, L.; Smith, K.; Yahya, A.; Chan, A.;, Choong, M.; Lee, V.Ng, V.; Poh-Wong, P.; and Young, D. (2011) Perceptions and Strategies of Learning in English by Singapore Primary School Children with Dyslexia – a metaphor analysis, British Council ELT Research papers 11-03. http://www.teachingenglish.org.uk/publications/perceptions-strategies-learning-english-singapore-primary-school-children-dyslexia pp.1-23

卢福波(1996) 对外汉语教学实用语法. 北京：北京语言文化大学出版社

吕叔湘（1947）中国文法要略. 上海：上海商务印书馆

Tardif, T. & Fletcher, P. (2008). Chinese Communicative Development Inventories. Beijing: Peking University Medical Press.

辛菊（2003）现代汉语-语法修辞研究.  太原：山西书海出版社

Yip, P. & Rimmington, D. (2004). Chinese: a comprehensive grammar, London: Routledge.

Zhang Y.W.; Jin, X.M.; Shen, X.M.; Zhang, J. M.; Hoff, E. (2008) Correlates of early language development in Chinese children. International Journal of Behavioral Development. Vol. 32, No. 2, 145-151

周国光(1997) 汉语句法结构习得研究.  合肥: 安徽大学出版社

参考文献：

Reading List

Cortazzi, M. & Jin, L. (1994) Narrative Analysis: applying linguistics to cultural models of learning, in D. Graddol & J. Swann (eds.) Evaluating Language, Clevedon: Multilingual Matters, pp. 75-90.

Cortazzi, M. & Jin, L (2007) Narrative Learning, EAL and metacognitive development. Early Child Development and Care. Vol. 177, Nos 6 & 7, pp. 645-660

Epstein, S. & Phillips, J. (2009) Storytelling skills of children with specific language impairment. Child Language Teaching and Therapy, 25,3; pp.285-300

Foster-Cohen, Susan (1999) An Introduction to Child Language development. London: Longman

Fromkin, V. & Rodman, R. (2006) An Introduction to Language, Eighth Edition, Fort Worth: Harcourt Brace Jovanovich College Publishers

Jin, L. (2010) Evaluating Research methods for Syntactic development data collection and analysis of Chinese-speaking children in Malaysia, Language Studies of Chinese-speaking Children, Vol.1 pp.12-30

Jin, L. with Rogayah A Razak and Bee Lim Oh (2012) C-LARSP: Developing a Chinese Grammatical Profile for Clinical Assessment in Malaysia. In Martin J. Ball, David Crystal and Paul Fletcher (eds.) Assessing Grammar: The Languages of LARSP. Bristol: Multi-lingual Matters pp.208-229 http://www.multilingual-matters.com/display.asp?K=9781847696373

Labov, W. & Walestzky, J. (1997) Narrative analysis: Oral versions of personal experience. Journal of Narrative and Life History, 7(1-4), 3-38. (The original work was published in 1967)

Minami, M. (2002). Culture-specific language styles, the development of oral narrative and literacy, Clevedon: Multingual Matters.

参考文献：

关于批判性思维的文献：

Brink-Budgen, R V D (2000) Critical Thinking for Students, Oxford: howtobooks

Boden, M. A. (ed.) (1994) Dimensions of Creativity, London: MIT Press

Carter, R. (2004) Language and Creativity, the art of common talk, London: Routledge

Gardner, J. (1993) The Creators of the Modern Era, New York: Basic Books

Leicester, M. (2010) Teaching Critical Thinking Skills, London: Continuum

McGregor, D. (2007) Developing Thinking; Developing Learning, Maidenhead: Open University Press

Moon, J. (2008) Critical Thinking, London: Routledge

Pope, R. (2005) Creativity, theory, history, practice, London: Routledge

Sternberg, R. J. (ed.) (1999) Handbook of Creativity, Cambridge: Cambridge University Press

关于儒家传统学习与思维方式的文献：

Berthrong, J. H. (1998) Transformations of the Confucian Way, Boulder, CL: Westview Press.

Bol, P. K. (1989) Chu Hsi’s definition of Literati Learning. In W. T. de Bary & J. W. Chaffee (eds.) Neo-Confucian Education, the Formative Stage, Berkeley, CA: University of California Press, pp. 151-185  

De Bary, W. T. (1989) Chu Hsi’s Aims as an Educator. In W. T. de Bary & J. W. Chaffee (eds.) Neo-Confucian Education, the Formative Stage, Berkeley, CA: University of California Press, pp. 186-218. 

Lin Yutang (transl) (1938) Li Ji, in The Wisdom of Confucius, New York: The Modern Library (p.247)

Liu, S-H (1996) Confucian ideals and the Real World. In Tu, W-M (ed.) Confucian Traditions in East Asian Modernity, Cambridge, MA: Harvard University Press, pp.92-111

关于中国学习文化与跨文化交流的文献：

Cortazzi, M. & Jin, L. (eds.) (2013) Researching Cultures of Learning: International perspectives on language learning and education. Houndmills: Palgrave, Macmillan. (pp. 376)

Cortazzi, M.; Jin, L. & Wang, Z. (2009) Cultivators, cows and computers: Chinese learners’ metaphors of teachers, in T. Coversdale-Jones & P. Rastall (Eds) Internationalizing the University: the Chinese context, London: Palgrave-MacMillan, pp. 107-129

Cortazzi, M. & Jin, L. (2006) Asking, sharing stories and identity construction: socio-cultural issues in narrative research, in S. Trahor (ed.) Narrative Research in Learning, international and comparative perspectives, Oxford: Symposium

Cortazzi, M. & Jin, L. (2002) Cultures of Learning, the social construction of educational identities, In D. C. S. Li (ed.) Discourses in Search of Members: in Honour of Ron Scollon, New York: American Universities Press pp. 47-75.

Cortazzi, M. & Jin, L. (2001) Large Classes in China: 'good' teachers and interaction, In D. Watkins & J. Biggs (eds.) Teaching the Chinese Learner, psychological and pedagogical perspectives, Hong Kong: CERC/ACER, pp. 115-134.

参考文献：

Jin, L. & Cortazzi, M. (eds.) (2013) Researching Intercultural Learning: Investigations in language and education. Houndmills: Palgrave, Macmillan. (pp. 304)

Jin, L. & Cortazzi, M. (eds.) (2012) Researching Chinese Learners: skills, perceptions, intercultural adaptations, a Chinese and English bilingual edition, Beijing: FLTRP/ Palgrave Macmillan (pp. 474) ISBN 978-7-5135-1676-1

Jin, L. & Cortazzi, M. (Eds.) (2011) Researching Chinese Learners: skills, perceptions, intercultural adaptations, Houndmills: Palgrave, Macmillan. (pp. 336) ISBN 978-0-230-24388-0

Jin, L. & Cortazzi, M. (2011) The changing landscapes of a journey: educational metaphors in China, in J. Ryan (ed.) Education Reform in China: Changing concepts, contexts and practices, London: Routledge, pp. 113-131. http://www.routledge.com/books/details/9780415582230/

Jin, L. & Cortazzi, M. (2008) Images of teachers, learning and questioning in Chinese cultures of learning, in E. Berendt (ed.) Metaphors of Learning, cross-cultural perspectives,  Amsterdam: John Benjamins Publishing Company, pp177-202

Jin, L. & Cortazzi, M. (2006) Changing Practices in Chinese Cultures of Learning, Language, Culture and Curriculum, Vol. 19 (1)

Jin, L.; Cortazzi, M. & Zhang, H (2005) Cultivating Students’ Competence in English – a multi-dimensional participation model, Journal of Foreign Language World

Jin, L. & Wu, Z (2004) Developing Independent Learners: A case study of Chinese students in Hong Kong, Foreign Languages and Their Teaching, no.6 pp.26-30

三．教学方法：各教学方法占总授课时数比例

四．学习评价：各评价方法占总成绩比例