Second year Hindi – Unit 1: भारत भ्रमण (Travel)
In this module of Hindi, students use real conversations from people to learn interactional skills such as seeking, giving, accepting and/or rejecting suggestions.
Unit 5: Komplimente und Bitten (Compliments and requests)
In this module, students learn how German language users extend compliments and how they accept compliments. They also learn how to make requests in German.
Unit 6: UNDER CONSTRUCT – To be uploaded by the end of summer 2018
Unit 1 : 专业与工作 (Major and Jobs)
第一單元-专业与工作。
Unit 6: Sich verabreden (Arrange to meet)
Based on authentic conversations, students learn how to make arrangements in various contexts: face-to-face, over the phone, and via text messaging.
Unit 7: UNDER CONSTRUCT – To be uploaded by the end of summer 2018
Unit 2 : 旅游 (Travel)
第二單元-旅游。
Devising Student Learning Outcomes for Teaching Interactional Competence
About this workshop Introduction This workshop focuses on creating Goals, Objectives, and Student Learning Outcomes (SLOs) related to teaching topics related to interaction and pragmatics by focusing on a number of exercises designed to encourage reflection upon what teachers expect
First year German for graduate students – Unit 1: Gesundheit (Health)
In this module on ‘health’ for German for Graduate Students, students use real conversations from people to learn skills such as discussing health apps, discussing advantages/disadvantages, informing a pharmacist about a health issue and purchasing medication.
First year German for graduate students – Unit 2: Globalisierung (globalization)
In this module on globalization for German for Graduate Students, students use real conversations from people to learn skills such as discussing health apps, discussing advantages/disadvantages, informing a pharmacist about a health issue and purchasing medication.
What is Interactional Competence
About this workshop Introduction Dr. Richard Young (University of Wisconsin-Madison) discusses the concept of Interactional Competence (IC), situating it historically among different understandings of competence as have been defined in linguistics, and defining it based upon what language users have
Beyond the Sentence
About this workshop Introduction Dr. Thorsten Huth (University of Tennessee-Knoxville) introduces how language use can be thought of in terms of action, and highlights how the context these actions occur in are integral for understanding their meaning. He then defines
Instructional phases to teach how to do things with words: The case of requests
In this workshop we discuss: – the instructional phases used for teaching IC; – a sample lesson that focused on IC in German; – and how to develop IC-related tasks for the classroom. Download presentation Sample class
Teaching intercultural knowledge: rejecting an invitation and pursuing acceptance
In this workshop we discuss: – the definition of intercultural knowledge; – how this was incorporated into a sample lesson plan in Spanish; – and how to create a lesson focusing on intercultural targets. Download presentation Sample class
Conversation closings in face-to-face interactions
Kevin García Cruz (CLIC, Rice University): 1) introduces and discusses his approach to teaching conversational features in the L2 classroom, which includes: a reflection on language usage in the students’ L1; a contrastive analysis of L1 and L2 conversation closing sequences; an analysis
Expanding the communicative approach: Guided Induction
In this workshop we discuss: – explicit and implicit learning and approaches to instruction; – the definition and application of guided induction; – and how and why to use guided induction in the L2 classroom. Download presentationSample class
Teaching grammar through the guided analysis of authentic data
In this workshop we discuss: – the connection between grammar instruction/learning and language analysis; – the role of guided induction; – and how to develop materials that target grammar learning via guided induction. Download presentationSample class
Beyond textbook dialogues: Using guided induction to teach conversational practices
In this workshop we discuss: – how to lead students to analyze textbook dialogs; – how to incorporate authentic data in comparison with textbook dialogs; – and methods for encouraging critical thinking in language analysis. Download presentationSample Classes
Teaching and assessing interactional competence: Redesigning the language curriculum
In this workshop we discuss: – the definition of interactional competence; – the motivation for focusing on IC in the L2 classroom; – and methods of assessment of L2 IC. Download presentation
Using a language corpus to design classroom activities
Full version of workshop presentation. Download presentation
Developing critical thinking through sociolinguistic analysis of authentic data
In this workshop we discuss: – the definition of critical thinking; – how to analyze authentic data using sociolinguistic methods; – and how to incorporate this into classroom materials. Download presentationSample Class
Using corpus of spoken Chinese to teach intercultural competence in a medical Chinese course
In this workshop we discuss: – the needs and challenges of intercultural language teaching; – the use of spoken data in a medical Chinese course; – and the development of a corpus of medical Chinese speech. Download presentation
Bringing study abroad data to your classroom
In this workshop we discuss: – finding data during study abroad; – and incorporation of data from study abroad in the L2 classroom. Download presentation
Incorporating interactional competence into curriculum design
In this workshop we discuss: – how to look at your existing curriculum and find room for IC; – IC incorporation from the top-down in course planning; – and using existing course materials for IC-related learning targets. Download presentation
2016 Spoken Chinese Corpora
Conference program Download Presentations Wednesday, August 10 Exploiting Spoken Corpora for Chinese Language Research and Teaching – Hongyin Tao, University of California, Los Angeles & National Taiwan Normal University 研究导向”与“教学导向” ——谈汉语中介语语料库的应用问题 – Baolin Zhang, Beijing Language and Culture University The Taiwanese
Summer Workshops for L2 Teachers – Assignments
Online Assignments Instructional phases to teach how to do things with words: The case of requests – Katharina Kley Teaching intercultural knowledge: Rejecting an invitation and pursuing acceptance – Kevin García Using a language corpus to design classroom activities –
Context-task-centered Interactional Second-foreign Language Testing Constructs and Validation
Micheline Chalhoub-Deville (University of North Carolina at Greensboro, USA) – Over the years, representations of the L2 testing construct have remained primarily cognitive in their underpinnings. The instability of performance across tasks, which is empirically supported by task specificity findings
The Construction of Interactional Incompetence in L2 Interaction
Eric Hauser (University of Electro-communications, Japan, and University of Hawaiʻi at Mānoa, USA) focuses on one instance of Japanese interaction in which one of the participants, an L2 user of Japanese, is constructed by other participants (L1 Japanese users) as
On Competence and Intersubjective Agency: A post-cognitive Perspective
Numa Markee (University of Illinois at Urbana-Champaign) uses transcripts of classroom interaction and various classroom materials as the empirical point of departure for a practical discussion of “doing interactional competence” and addresses a number of theoretical points in the applied
Plans for after college
Participants: dialogue (two natives) Context: conversation, fall 2015 Topic Keywords: plans for the future, job search, traveling Linguistic Features: periphrasis with the verb “ir” to express future, job search vocabulary, subject pronoun in object position Interactional Practices: asking about vocabulary,