1. 1. Using videos to learn Chinese pragmatics Ting Huang (ting.huang@rochester.edu) Tianxin Wang (tianxinshanghai@gmail.com) Yinghua Yang (yyang80@u.rochester.edu) University of Rochester
2. 2. Background Whether pragmatics is teachable is a controversial question in the foreign language (FL) field (Rose & Kasper, 2001; Kasper Rose 2002) The existing research shows that Chinese teachers tend to use videos materials for the purpose of cultural learning or learning enjoyment while neglecting the acquisitions of pragmatics (Fan, 2011; Guan, 2011; Shi, 2011)
3. 3. Key Words CFL Pragmatics Technology ---Videos Preliminary Qualitative Study
4. 4. Pragmatics for CFL learning What is Pragmatics? What role does Pragmatics play in CFL learning? Laurence and Gregory (2006) define pragmatics as a study of context-dependent meaning. Two key concepts related to pragmatics: illocutionary meaning () and perlocutionary meaning (). Based on these two concepts, there are six parts related to pragmatics. In CFL video teaching, pragmatics plays a number of useful roles. Two prominent roles-- presupposition () and implicature ( ), are particularly valuable for CFL learning.
5. 5. CFL Pragmatics Whats CFL Pragmatics? --American student A: Hello, Panda --Chinese girl: Hello! Can you speak Chinese? --American student B: --Chinese girl: Sorry. Can... you... speak... Chinese...?
6. 6. CFL Pragmatics VIDEO
7. 7. CFL Pragmatics via Video What can video enhance for learning CFL Pragmatics? Presupposition, e.g., American student A can speak Chinese. Implicature, e.g., the Chinese girl is not good at English.
8. 8. CFL Pragmatics Why video is valuable in learning pragmatics? In CFL learning, context of how language is used is often missing. However, we can bring various literacy events into class via videos.
9. 9. Pedagogical Designs Language Acquisition CFL Pragmatics Pragmatic Teaching Approaches/Pedagogy Video Implementation
10. 10. Using video for the Net Generation Meaning Making external structure and internal meaning would interact in creating comprehensible input, which would tie this language message into a specific language context (Carlo, 1994) Variety with patterns Video types commercials, documentary, video podcasting, movie clip, animation, TV program Prior view experience (Rice & Woodsmall, 1988) Multi-intelligence Emotional intelligence (Goleman, 1998) Incomplete comprehension (Altman, 1989) Processing of both brain hemispheres eg: https://www.youtube.com/watch?v=OqIPGx6MuDU
11. 11. Teaching Practice: Use Liby Commercial Video As an Example Research and Discussion about the Teaching Theme Think about theme related information Pause Video for Specific Illustration Sound or Video Pre-Practicing Activity Practicing Activity Post-Practicing Activity
12. 12. Preliminary Qualitative Study RQ: What are the informal video learning pragmatics look like, as students describe and making meaning of their experiences? Participants: Three intermediate CFL learners (pseudo names) in a college CFL program Anna: Female. Age 21. Heritage CFL learner who grew up in NYC, watching TVB and Chinese drama and TV shows for learning Chinese since she was a kid. Kathy: Female. Age 20. Non-heritage white learner who lived in China for three- years because of parents jobs. Kyle: Male. Age 22. Half Asian half white learner who lived in China for one-year because of studying aboard and teaching English.
13. 13. Methodology Theoretical Frameworks: Sociocultural Theory (SCT) and New Literacy Studies (NLS) Data Collection Method: One-semester long, ethnographic discourse Analysis Six in-depth 40 min Interviews in English (discuss the learners interpretations of video experiences). Weekly reflection entries in English (we used Google documents to let the students describe their activities of learning CFL via video, while the instructor could also comment and interact with the three participants).
14. 14. Data Analysis Data Sources: Interview transcripts (40 pages), and weekly reflection transcripts (40 pages). Analytic framework: grounded theory. 1. Coding and Theming. 2. Trustworthiness: Triangulation (interview and reflection data)
15. 15. Kyle: (Journey to the West)one part where all these people start saying something..something long lines of like I will do it, like I will participate "so they all start saying . (Me: uhmm..) Kyle: En!which is not how I would have said it. Someone had said..How do you say, I will do it (Me: uhmm ). Kyle: Or like I am am coming.? Which is what they are trying to say! Sample Quotes from Interview Transcriptions
16. 16. Sample Quotes from Interview Transcriptions Interviewer: Do you think video help you at all in terms of the usage of vocabulary or listening? You said so. Anna: Oh, it actually really does, because it provides context for grammar, umm, not necessarily vocab(ulary) is, it helps with vocabulary no matter what, but grammar especially if youre watching, umm, a not very complicated one, like, I think, they, I heard a lot of examples, structure examples, and in the movie. And, I also heard uses of umm, and, umm, I forget what it is exactly, but it helps because normally when you are learning a grammar, you dont have a context for it, you dont know like exactly what kind of situation of they used in, and when you hear in a movie, you are like, Oh, that works! (Interview data Oct31, 2014 )
17. 17. Interviewer: Right, interesting. So do you think, what do you think videos help you the most, in terms of, everything of the Chinese learning aspect? Could you name a few things and give me some examples? Kathy: I think listening definitely. Hearing tones, hearing how you combine phrases, how you put s and hear the there and . Interviewer: Especially the particles at the end. Kathy: The particles at the end, yeah. Where, you know that kind of thing you just have to kinda get a feeling for it. When its kinda a natural conversations, like, between, you know, contestant and a judge or something, they often put those in. And, its often slower to, and so it is easier to catch. So its like, things like that really helped. Hearing tones, cause its just, you know, no matter how long I hear or I study Chinese, I still have a huge problem with tones. But the more you listen, the more you kind of, pick them up. So tones, especially, like those two aspects of speaking like how you make it sound or how its supposed to sound I guess. (Interview data Oct31, 2014 )
18. 18. Qualitative data summary: Seven themes Making good use of videos helps CFL, since: Video creating enjoyment while learning pragmatics, Video catering different students pragmatic learning needs, Video making the language input comprehensible with visual aided cultural- linguistic materials, Video helping students activate their background knowledge, Video shaping heritage students identities, Video arousing emotions while learning pragmatics, Video offering an authentic context for learning pragmatics.
19. 19. References Kasper, G. & Rose, K. R. (2002). Pragmatic development in a second language. Language Learning, 52(1). Rose, K. R. & Kasper, G. (2001). Pragmatics in Language Teaching. New York: Cambridge University Press. Walker, G. (1982). Videotext-A course in intermediate to advanced Chinese. Journal of Chinese Journal of the Chinese Language Teachers Association, 17 (2), 109-122. Wu, Y. (2012). Using external text vocalization to enhance reading development among beginning level Chinese learners. Journal of Chinese Language Teachers Association, 47(1), 1-22. Wu, Y. (2014). Using sketch comedy skits to develop language in lower level Chinese classes. Journal of Chinese Language Teachers Association, 49(3), 65-85.
20. 20. References Xie, T.W. & Yao, T. C. (2009). Technology in Chinese language teaching and learning. In M. E. Everson & Y. Xiao (Eds), Teaching Chinese as a Foreign Language: Theories and Applications. (pp. 152-172). Boston: Cheng & Tsui Company. Xu, D. (2009). Incorporating DVD into PowerPoint for language and film studies instruction. Journal of the Chinese Language Teachers Association, 44 (1), 103-123. Yang, L. (2013). A Web-based Approach to Learning Expressions of Gratitude in Chinese as a Foreign Language. (Doctoral Dissertation). Retrieved from Linguistic and Language Behavior Abstracts LLBA. Yu, L. (2012). Integrating Film Narration into the Lower Intermediate Level Curriculum. Journalof Chinese Language Teachers Association. 47(2), 33-63. Zhang, P. (2013). Using video to promote the acquisition of advanced proficiency. Journal of Technology and Chinese Language Teaching, 4(2), 69-85.
21. 21. References Fan, Z. (2011). . . , 16(1), 72-74. Guan, K. (2011). . . , 11, 41-41. Lu, J. (2014). . 29(1)87-92. Shi, X. (2011). . . , 21, 121-123. Zhang, M. (2011). . . , 13, 67-69.