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Using authentic spoken language across all levels of language teaching: Developing discourse and interactional competence

  • Hongyin Tao

    Hongyin Tao is Professor of Chinese language and linguistics and applied linguistics and coordinator of the Chinese language program at UCLA. His areas of expertise include Mandarin discourse and grammar, corpus linguistics, sociocultural linguistics, and applied linguistics. Some of his recent publications include Integrating Linguistics Research with Chinese Language Teaching and Learning (John Benjamin, 2016), Chinese under Globalization (World Scientific, 2011) and Working with Spoken Chinese (Penn State University, 2011).

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    , M. Rafael Salaberry

    M. Rafael Salaberry (PhD, Cornell University) is a Professor of Second Language Acquisition in the Department of Spanish, Portuguese and Latin American Studies and he is also the Director of the Center for Languages and Intercultural Communication (CLIC) at Rice University. He has published several books with John Benjamins (2000, 2002, 2005), Georgetown University Press (2003, 2006), Continuum Press (2008), Multilingual Matters (2009), and Mouton de Gruyter (2014).

    , Meng Yeh

    Meng Yeh, Teaching Professor at Rice, specializes in language pedagogy, curriculum design, and second language acquisition. Her recent research focuses on developing students’ interactional, pragmatic and reading literacy competence. She co-authored two textbooks: Chaoyue: Advancing in Chinese (Princeton, 2010) and The Routledge Course in Modern Mandarin Chinese (Routledge, 2011). She served on the board for Chinese Language Teachers Association and as the Chair for SAT Chinese Committee, and is currently on AP Chinese Language and Culture Committee.

    and Alfred Rue Burch

    Alfred Rue Burch is a postdoctoral fellow at Rice University. His research interests include (a) respecifying SLA topics such as motivation and communication strategies from a Conversation Analytic (CA) perspective, (b) language learning and use “in the wild,” and (c) applying findings from this research to task based/supported language teaching. He has published in Language Learning and has co-edited a special issue on TBLT in TESOL Quarterly, and has co-authored chapters with Gabriele Kasper appearing in Talking Emotion in Multilingual Settings (Prior & Kasper, 2016) and Authenticity, Language, and Interaction in Second Language Contexts (van Compernolle & McGregor, 2016).

Abstract

This journal issue contains a number of papers/teaching units that are dedicated to the review and analysis of some ways in which authentic language materials can be used for the teaching and learning of Mandarin Chinese from the beginning to advanced levels. We first describe the rationale for the expanded use of authentic language data in classroom instruction, and then we present four exploratory units to showcase some of the effective classroom teaching procedures that are useful to make learners aware of (and eventually use) important features of language interaction in Chinese. The units use two types of authentic materials: natural conversations and entertainment media (TV and movies). Some of the materials, due to the nature of the communicative settings associated with them, raise important theoretical questions about norms and expectations of (intercultural) communication and goals of language learning. This introduction provides a brief review of the theoretical foundations of the sample units and an overview of the units presented here.

About the authors

Hongyin Tao

Hongyin Tao is Professor of Chinese language and linguistics and applied linguistics and coordinator of the Chinese language program at UCLA. His areas of expertise include Mandarin discourse and grammar, corpus linguistics, sociocultural linguistics, and applied linguistics. Some of his recent publications include Integrating Linguistics Research with Chinese Language Teaching and Learning (John Benjamin, 2016), Chinese under Globalization (World Scientific, 2011) and Working with Spoken Chinese (Penn State University, 2011).

M. Rafael Salaberry

M. Rafael Salaberry (PhD, Cornell University) is a Professor of Second Language Acquisition in the Department of Spanish, Portuguese and Latin American Studies and he is also the Director of the Center for Languages and Intercultural Communication (CLIC) at Rice University. He has published several books with John Benjamins (2000, 2002, 2005), Georgetown University Press (2003, 2006), Continuum Press (2008), Multilingual Matters (2009), and Mouton de Gruyter (2014).

Meng Yeh

Meng Yeh, Teaching Professor at Rice, specializes in language pedagogy, curriculum design, and second language acquisition. Her recent research focuses on developing students’ interactional, pragmatic and reading literacy competence. She co-authored two textbooks: Chaoyue: Advancing in Chinese (Princeton, 2010) and The Routledge Course in Modern Mandarin Chinese (Routledge, 2011). She served on the board for Chinese Language Teachers Association and as the Chair for SAT Chinese Committee, and is currently on AP Chinese Language and Culture Committee.

Alfred Rue Burch

Alfred Rue Burch is a postdoctoral fellow at Rice University. His research interests include (a) respecifying SLA topics such as motivation and communication strategies from a Conversation Analytic (CA) perspective, (b) language learning and use “in the wild,” and (c) applying findings from this research to task based/supported language teaching. He has published in Language Learning and has co-edited a special issue on TBLT in TESOL Quarterly, and has co-authored chapters with Gabriele Kasper appearing in Talking Emotion in Multilingual Settings (Prior & Kasper, 2016) and Authenticity, Language, and Interaction in Second Language Contexts (van Compernolle & McGregor, 2016).

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Published Online: 2018-04-26
Published in Print: 2018-04-25

© 2018 Walter de Gruyter GmbH, Berlin/Boston

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