Reading ability has become one of the capabilities that countries value. How can we teach students in accordance with their aptitude? How should we choose the most suitable learning materials among the numerous resources?「SmartReading」to assess and diagnose the reading ability of students through the world's most accurate tests, to provide intelligent recommendation of multiple books through the technology of book difficulty analysis, to use systematic records into the establishment of a unique reading plan, and to initially assist teachers to understand the reading performance of students through automated summary technology. The platform not only helps students improve reading literacy systematically, but also helps teachers reduce the burden of teaching.In addition, the system is in sync with international education, connected with IB are combined with six themes, 16 concepts and 10 goals, so as to develop students’ reflective ability and to achieve the goal of interdisciplinary.Students can develop the ability to understand the real text related to the theme, so as to establish the depth and breadth of reading to achieve the goal of independent reading and cultivate lifelong responsible reading learners.
Learning Chinese characters could be intimidating for most CSL/CFL learners. To make character learning easier, this program offers an innovative, creative, and effective method incorporating the key-image method and various interesting teaching aids. Highlights of this program include: Accessible learning methods: Key-image method makes Chinese character learning more accessible by the use of techniques based on the theories of learning and memory. This program combines learning theories with innovative teaching methods, allowing learners to look at a key-image and simultaneously connect the form and meaning of the Chinese character. For example, the "足 (meaning: foots)" key-image itself looks like a glyph and, at the same time, the meaning of the character. Systematic learning process: Learning Chinese Characters with Drawings has two volumes and each includes three parts: (1) Knowledge About Chinese Characters, (2) Chinese Characters Key-image Pictures and (3) Review Activities. Twelve real-life topics help learners to acquire 308 most common Chinese characters and 317 important words. Innovative technology supports: This program will introduce two systems: (1)“Chinese Radicals Disassembly System,” from which teachers could select the radicals, characters, and words that are worthy of priority learning from the text and (2)"eMPOWER platform,” which provides learners with more effective ways to build up the knowledge of Chinese characters and to reinforce the mastery of words, phrases, as well as sentences. Moreover, with the many creative activities, this program aims to improve Chinese teaching and learning.
The Effects of Thematic Teaching Mode in IB School
Teachers think outside the box, and use thematic teaching mode in IB school. It can help students understanding different perception in the same theme by comparing with contents. Thematic teaching is different from traditional spoon-feeding education. In this way, teachers let their students have discussions in class, and give them feedback in good time. They use technology integrated into thematic teaching to support their students to improve their reflective ability and Integrated ability. Thematic teaching with Chinese computerized adaptive test and recommended books lets students read and learn efficiently. It not only helps students improve motivation of reading, but also helps students improve reading literacy by smart reading.
Automated Essay Evaluation and Feedback Improves Teaching Quality and Efficiency
“Writing” is considered to be the most difficult language skill among the four fundamental skills—listening, speaking, reading and writing—, and it always takes the most training and practicing to master the skill of writing. CSL learners have difficulties in word selection, collocation, sentence cohesion, structure organization and paragraph composition. Teachers, in turn, need to spend much time to review their students’ vocabulary, grammar, and writing structure. Recently, information technology has contributed much to language teaching. Technology and Corpus-based studies provide convenient tools and referential texts for classes on the spot. In light of this, we develop Automated Essay Scoring for Han (AES-Han), which is an online writing platform with instant feedback and class management.
In this course it will be presented how AES-Han can be applied to CSL writing class to provide an easy writing environment without any limitation of space and time. In one hand, AES-Han provides instant feedback, including essay evaluation and error correction, that enhance learners’ writing ability. In another hand, its functions of student essay management and portfolio can improve instructors’ teaching efficiency.
In this section, we will illustrate a teaching plan linking up with AES-Han in actual classroom. With the step-by-step demonstration, you will realize how the system promotes the motivation and potential of all-level learners, which would in turn increase the teaching efficiency and quality.
The Effects of Implementing AES-Han/AES-Han Aid in the Classroom
Applying AES-Han to CSL classroom has brought a win-win situation for both teachers and students. Two teachers will present in this section to share their experience of using AES-Han/AES-Han Aid in their class empirically and experimentally. Teacher Chen uses AES-Han in both of her writing and conversation classes and found that AES-Han has virtual improvement on students’ essay length and quality. In addition, instant feedback and suggestions get students used to revise and correct their essay on their own initiative. What’s more, teacher Chen observed that making draft before speech benefits a lot to the oral presentation. AES-Han plays the role of assisting students’ repeated speech draft revision in advance of onstage presentation. Students can write on AES-Han at any time and place before the class and focus on their presentation on class, making my course more efficient. Teacher Chiu uses AES-Han Aid on her elementary Chinese class. Students in her class have the need of autobiography writing for applying college. However, it is really difficult and needs much assistance for them concerning their writing ability. Teacher Chiu’s teaching plan is to decompose an autobiography into paragraphs of different topics. And then she designs guided questions on AES-Han to lead the students complete each paragraph from single response sentences to a coherent paragraph. Each paragraph then forms a tightly-structural autobiography. AES-Han, in this case, is used as a teaching assistant, helping students with their writing structure and teachers with their on-to-one instruction.
eMPOWER: The Integrated Platform for Learning Chinese Characters and Words
華語文教師在第一線教學需要考慮到許多因素，如:教學環境、學習者程度差異等，且依照學習者需求進行調整，編制出一套合適且適應當地的華語文教材。因此，e-Learning for Mandarin Proficiency of Words and Characters (eMPOWER)華語文全字詞教學平臺，即是最佳的解決工具。eMPOWER是一個結合心理學、資訊科技和語言學等跨領域理論所建置而成的教學平臺；同時，也結合了最新的語音辨識技術及手寫診斷辨識系統(A Chinese character handwriting diagnosis and remedial instruction, CHDRI)。華語文教師可透過提供的數位教材編輯模組(Authoring Tool)，滿足教學端編輯教材及學習追蹤等功能的需求，亦提供學習端選課、上課等功能，同時，具有字詞的聽、說、讀、寫全方位的語言能力學習，是一個量身訂作、便利的教學平臺。
There are a number of factors that frontline Chinese language teachers need to consider about, for example, teaching environment, achievement differences of learning and so on. In addition, the teachers have to adjust their teaching materials to meet the learners’ needs in the area. In light of this, e-Learning for Mandarin Proficiency of Words and Characters (eMPOWER), which provides teachers for editing appropriate Chinese materials with different needs, is the best platform to solve this situation. eMPOWER, developed by NTNU, provides teachers for editing materials. It combines psychology, computer education, linguistics and so on. Besides, it includes the Automatic Speech Recognition (ASR) and a Chinese character handwriting diagnosis and remedial instruction (CHDRI). This study anticipates that eMPOWER can offer CSL/CFL teachers and editors to be engaged in completing their teaching materials online. At the same time, it helps learners develop four fundamental abilities, listening, speaking, reading, and writing, simultaneously. In addition, it can make learning more efficiently without restricting by the environment and space, thus enhancing learners’ learning effectiveness.
The Power of Corpora—Using Big Corpora in Chinese Teaching
In the era of big data, there has been an increasing use of corpora in language teaching and learning. To encourage language teachers to use Chinese corpora in teaching and research, this course includes the following two sections:
Introduction to Chinese Corpora: In the first section, we will introduce different types of Chinese corpora, such as written corpora, spoken corpora, learner corpora, and corpora for specific purpose(s). We will then explain how these corpora are employed in Chinese teaching and learning, the compilation of teaching materials and/or dictionaries, and second language research.
Demonstration of the Use of Chinese Corpora: In the second section, we will demonstration how to use these corpora to generate different teaching resources, such as wordlists, collocation lists, lexical bundles, and keywords, to enrich Chinese teaching resources.
What is Corpora? –Using Grammar Bank and Learner Corpora in Chinese teaching
本課程將介紹兩個華語語料庫—中文語法數位平台(Digital Platform of Chinese Grammar)及華語文寫作語料庫(Chinese Written Corpus)，作為教師教材設計及課程準備之資源，讓教學材料更真實豐富、課程內容更多元生動。實作部分將結合《當代中文課程》內容，實際讓老師們操作語料庫、句法庫的查詢功能以及教學配合使用的方法。
In this section, we will introduce two Chinese corpora - Digital Platform of Chinese Grammar (中文語法數位平台) and Chinese Written Corpus (華語文寫作語料庫). These two corpora, as resources for teaching materials design and course preparation, provide Chinese teacher with concrete basis to design more abundant materials and more diverse content. Moreover, we will demonstrate how to use the two corpora in Chinese teaching with "A Course in Contemporary Chinese" as an example and teach participants to operate the corpora.
“Omni-immersion vision” (OIV) is a 3D authoring tool in a virtual environment developed through Unity. With OIV, users aged 9 and above can easily build and move 3D objects with several clicks without prior knowledge of any programming language or 3D modeling. With these features, users are allowed to construct any virtual environments based on their needs and interests to help them learn a language through immersion.
The acceleration of globalization has been calling for the demand of foreign language proficiency. In face of such a surge of worldwide interest in learning foreign languages, computer assisted pronunciation training (CAPT) is emerging as an attractive supplement or surrogate to the instructions of human teachers. CAPT in general manages to pinpoint and diagnose erroneous pronunciations in the utterances of second-language (L2) learners in response to given text prompts, so as to improve their spoken proficiency in a self-directed manner.
In the first part of this lecture, we will present the basics and developments of CAPT systems leveraging automatic speech recognition (ASR) technologies. In particular, how the recent significant progress in artificial intelligence (AI) and deep learning fosters the growing applications of ASR technologies in CAPT will be also illustrated. In the second part of this lecture, we will introduce the " SmartPinyin " system and how to take full advantage of its functionality to facilitate automatic mispronunciation detection and diagnosis.