Pragmatic Factors in Sector- S pecific Chinese: Teaching and Assessment 專業中文教學與評估中的語用因素

1. Pragmatic Factors in Sector-Specific Chinese: Teaching and Assessment專業中文教學與評估中的語用因素 • By • Wu Weiping • The Chinese University of Hong Kong • wwpclc@cuhk.edu.hk • For • Conference on Vocational Chinese Language Education • 專業中文及普通話教育研討會

2. Outline • Sector-Specific Language Training (SSLT): teaching and testing 2. Language as a system of systems 3. Language use as a system of systems 4. Goals of learning as the starting point of SSLT

3. Language as a System of Systems • Phonology: sounds • Syntax: grammar • Semantics: vocabulary

4. The chicken analogy: skin, meat and bone

5. Language Use as a System of Systems • Linguistic function: sounds, grammar, vocabulary • Content: What is said • Setting: Where, when, how and to whom it is said

6. The chicken analogy: skin, meat and bone

7. Pragmatic Framework in SSLT • Language structure vs Language use • Pragmatic framework as one system of language use • Feasibility of language use as a system in language training • Every system is a representative set of features • The concept of linguistic functions in context

8. Proficiency Assessment with Pragmatic Considerations • How do we know where we are: assessment • What we test is what we get • Direct vs indirect test: the driving test • Language use vs the test for language use

9. Pragmatic Framework • Language, pragmatic framework and socio-cultural context in communication (Language A) Language Pragmatic Framework Phonology Social-cultural context Semantics Syntax

10. Pragmatic Framework • Language, cultural framework and socio-cultural context in communication (Language B) 0 Language Pragmatic Framework Social-cultural context

11. Implementation of the Language Use as a System of Systems in SSLT • Start at the end • Determine the rubrics in the assessment and use it in the learning process • Task in real life: determine what is needed (bottom up vs top down) • TLU categorization: summarize and prepare representing scenarios • TLU analysis: decompose scenarios according to a system or framework • TLU reconstructed: prepare a taxonomy of scenarios • TMP based on scenarios • Task in assessment: create assessment tools based on what is needed

12. Case Analysis • CA1: The Listening Summary Translation Exam (LSTE/US) • CA2: Language Proficiency Benchmark Assessment (LPBA/HKSAR) • CA3: (PSC/HSK/HZC/China) • CA4: Computerized Oral Proficiency Assessment (COPA/CUHK/HK) Q 版普通話水平測試 普通話電腦口語水平評核實用簡介 TABLE

13. Summary: Goals of Learning and their Effects on Teaching and Testing • Language: parts vs whole • General training vs. SSLT • Common core in all sector specific training programs

14. Food for thoughts Language and language use: What is it? Assessment: Who will assess the assessors? The system of language use: Where does it come from?

15. Thank you Q&A Weiping M. WU, Ph.D. Director, New Asia—Yale-in-China Chinese Language Center The Chinese University of Hong Kong Hong Kong SAR Website: http://www.cuhk.edu.hk/clc/staff/wwp.htm Email: wwpclc@cuhk.edu.hkh