Implementing E-portfolios in the Business Language Curriculum: A French CaseCALPER
Presented at the 2011 CIBER Business Language Conference, which described the implementation of electronic portfolios in a French business language course at the Pennsylvania State University. Sponsored by the Center for Language Acquisition (CLA) at Penn State.
Developing Teaching Materials with Authentic Data and Corpus Analysis ToolsCALPER
This project develops teaching materials for advanced Chinese learners based on analysis of over 60 hours of recorded spoken conversations. The materials highlight interactive aspects of spoken Chinese like topic transitions and acknowledgements. They also teach grammar from a discourse perspective. The materials are meant for students with at least 300 hours of Chinese instruction but can also help teachers of less advanced students. Various software tools are used to analyze the corpus and develop structured lessons focused on both linguistic and pragmatic features of natural spoken Chinese discourse.
A Corpus-based Approach to Tracking L2 DevelopmentCALPER
A presentation by Dr. Xiaofei Lu on the Graphic Online Language Diagnostic (GOLD) tool developed by the Center for Advanced Language Proficiency Education and Research (CALPER) at The Pennsylvania State University.
Helping Teachers Meet Learner Needs Through Innovative Online Diagnostic Asse...CALPER
This document summarizes a presentation on an innovative online diagnostic assessment tool that provides dynamic assessment of language learners. The presentation included demonstrations of Chinese and French language tests and an explanation of test design, scoring procedures, and how learner profiles are generated. The tool aims to help teachers meet diverse learner needs through computerized dynamic assessment and mediation delivered via prompts within an online test format. Group data was presented showing learning gains from pre- to post-testing across various language skills and levels for different languages.
This document summarizes a workshop on using language corpora in teaching. It defines what corpora are, describes different types of corpora, and approaches to using them in the classroom. Specific corpora resources are presented for exploring grammar, lexicon, translations, language variations, and more. Attendees then collaborate in groups to discuss challenges and ideas for applying corpora in their own teaching, before sharing discussions. The workshop aims to demonstrate how electronic language corpora can enhance language instruction.
Learning through Listening towards Advanced JapaneseCALPER
Describing a project by the Center for Advanced Language Proficiency Education and Research (CALPER) at the Pennsylvania State University. The project focuses on developing advanced level proficiency in Japanese. Applicable to all less-commonly-taught languages.
Tracking Learning: Using Corpus Linguistics to Assess Language DevelopmentCALPER
This document summarizes an academic presentation about using corpus linguistics to assess language development. It discusses traditional and alternative approaches to language assessment, and introduces corpus-informed assessment using large databases of authentic language samples. The presentation provides examples of assessing advanced English learners' academic language skills and German modal particles using corpus analysis techniques.
Implementing E-portfolios in the Business Language Curriculum: A French CaseCALPER
Presented at the 2011 CIBER Business Language Conference, which described the implementation of electronic portfolios in a French business language course at the Pennsylvania State University. Sponsored by the Center for Language Acquisition (CLA) at Penn State.
Developing Teaching Materials with Authentic Data and Corpus Analysis ToolsCALPER
This project develops teaching materials for advanced Chinese learners based on analysis of over 60 hours of recorded spoken conversations. The materials highlight interactive aspects of spoken Chinese like topic transitions and acknowledgements. They also teach grammar from a discourse perspective. The materials are meant for students with at least 300 hours of Chinese instruction but can also help teachers of less advanced students. Various software tools are used to analyze the corpus and develop structured lessons focused on both linguistic and pragmatic features of natural spoken Chinese discourse.
A Corpus-based Approach to Tracking L2 DevelopmentCALPER
A presentation by Dr. Xiaofei Lu on the Graphic Online Language Diagnostic (GOLD) tool developed by the Center for Advanced Language Proficiency Education and Research (CALPER) at The Pennsylvania State University.
Helping Teachers Meet Learner Needs Through Innovative Online Diagnostic Asse...CALPER
This document summarizes a presentation on an innovative online diagnostic assessment tool that provides dynamic assessment of language learners. The presentation included demonstrations of Chinese and French language tests and an explanation of test design, scoring procedures, and how learner profiles are generated. The tool aims to help teachers meet diverse learner needs through computerized dynamic assessment and mediation delivered via prompts within an online test format. Group data was presented showing learning gains from pre- to post-testing across various language skills and levels for different languages.
This document summarizes a workshop on using language corpora in teaching. It defines what corpora are, describes different types of corpora, and approaches to using them in the classroom. Specific corpora resources are presented for exploring grammar, lexicon, translations, language variations, and more. Attendees then collaborate in groups to discuss challenges and ideas for applying corpora in their own teaching, before sharing discussions. The workshop aims to demonstrate how electronic language corpora can enhance language instruction.
Learning through Listening towards Advanced JapaneseCALPER
Describing a project by the Center for Advanced Language Proficiency Education and Research (CALPER) at the Pennsylvania State University. The project focuses on developing advanced level proficiency in Japanese. Applicable to all less-commonly-taught languages.
Tracking Learning: Using Corpus Linguistics to Assess Language DevelopmentCALPER
This document summarizes an academic presentation about using corpus linguistics to assess language development. It discusses traditional and alternative approaches to language assessment, and introduces corpus-informed assessment using large databases of authentic language samples. The presentation provides examples of assessing advanced English learners' academic language skills and German modal particles using corpus analysis techniques.
2. Con.2 연극 보러 갈까요? (p.59)
우진:
시간이 참 빠르지요? 벌써 한 학기가 다 끝났어요.
이번 학기에 몇 과목 들었어요?
민지:
다섯 과목 들었어요.
우진:
다섯 과목이나 들었어요? 저는 세 과목밖에 안 들었어요.
민지:
월요일부터 금요일까지 매일 수업이 있어서 너무 바빴어요.
우진 씨는 이번 학기 잘 보냈어요?
우진:
숙제가 많아서 저도 좀 바빴어요. 다음 주부터는 좀 쉬고 싶어요.
민지:
그럼, 시험 끝나고 같이 연극 보러 갈까요?
우진:
네, 좋아요. 보고 싶은 연극 있어요?
민지:
글쎄요. 인터넷으로 같이 알아볼까요?
우진:
네, 그래요.
3. New Words (p.60) Voc.Quiz#11-2
NOUN
골프
기차
연극
인터넷
입구
VERB
끝나다
쉬다
알아보다
out,check out
찾다
춤(을) 추다
golf
train
play
internet
entrance
to be over,finished
to rest
to find
ADJECTIVE
힘(이) 들다
to be hard
ADVERB
다
벌써
all
already
PARTICLE
밖에
부터~까지
(이)나
to find, look for
to dance
SUFFIX
~(으)ㄹ까요?
글쎄요
nothing but, only
from(time)~
to/until/through
as much/many as
Shall I/we…?
Do you think that…?
Well, It’s hard to say
4. New expression1: ~부터 ~ 까지
(p.60)
~부터(from) : a starting point in time
~까지(to) : an ending point in location or time
① (time) 부터 (time) 까지
② (location) 에서 (location) 까지
한국어 수업은 9:30부터 10:20까지 있어요.
서울에서 하와이까지 비행기로 10시간 걸려요.
6. New expression2: 글쎄(요).. (p.60)
글쎄요.. ‘Well ..(I am not quite sure)’
① is used when you are not quite ready to give an
answer.
① is also used to show hesitation or to express
a refusal in a polite and indirect way.
제이슨: 같이 영화보러 갈래요?
니콜:
글쎄요..다음 주에 시험이 있는데요.
7. Half full? Or half empty?
물이 반 잔이나 있어요!
물이 반 잔밖에 없어요.
8. G11.3 N(이)나 ‘as much/many as’(p.61)
A:
B:
A:
B:
이번 학기에 몇 과목 들어요?
여섯 과목이요.
여섯 과목이나 들어요? 괜찮아요?
조금 힘들어요.
~(이)나 indicates that the quantity in question is
more than the speaker’s expectation.
It shows surprise or shock at the large quantity. C~이나
V~나
9. G11.3 N밖에 + negative (p.61)
nothing but N, only N
A:
B:
집에서 학교까지 얼마나 걸려요?
5분밖에 안 걸려요.
A:
B:
어제 공부 많이 했어요?
아니요, 10분밖에 못 했어요.
~밖에 indicates that the quantity in question is
smaller/less than the speaker’s expectation
10. N밖에 + ‘negative’
가: 이번 학기에 몇 과목 들어요?
나: 4과목 밖에 안 들어요.
가: 어제 뭐 먹었어요?
나: 밥 밖에 안 먹었어요.
가: 몇 시간 공부했어요?
나: 2시간 밖에 공부 안 했어요.
11. Practice:
N(이)나 or N밖에 negative
1.
2.
3.
4.
5.
6.
7.
8.
어제 많이 잤어요? (3시간)
지난 주에 책을 많이 읽었어요? (18권)
이번 학기에 수업 몇 개 들어요? (1개)
지난 주에 시험 잘 봤어요? (100점)
동생 있으세요? (7명)
돈 $100 있으세요? (5불)
하루에 몇 시간 공부해요? (9시간)
마크하고 린다 알아요? (only 마크)
세
열
한
백
시간밖에
여덟 권이나
개밖에
점이나
일곱 명이나
오 불밖에
아홉 시간이나
마크밖에
12. G11.4 Asking someone’s opinion
~(으)ㄹ 까요? (p.64)
(우리) 뭘 먹을까요?
갈비 먹을까요?
커피 마실까요?.
‘Shall I/we…?’
The basic function of ~(으)ㄹ까요? is to ask for the listener’s
opinion. When the speaker is (a part of) the subject, ~(으)ㄹ
까요? implies a suggestion or offer. This structure is
always a question.
마크:
린다:
내일 비가 올까요?
아마 안 올 거예요.
‘Do you think that..?’
When the subject is a third person, ~(으)ㄹ까요? is used to
seek the listener’s opinion.
14. Dictionary form ~(으)ㄹ까요?
먹을까요?
먹다 to eat
Stems with
consonant
앉을까요?
앉다 to sit
좋다 to be good 좋을까요?
만날까요?
만나다 to meet
Stems with
vowels
말하다 to speak 말할까요?
클까요?
크다 to be big
살까요?
Stems with /ㄹ/ 살다 to live
멀까요?
멀다 to be far
Stems with /ㅂ/ 가깝다 be near 가까울까요?
춥다 be cold
추울까요?
19. (1) 시험이 끝났는데 내일_________________?
to go see movie
(2) 더운데 _________________?
Travel to Alaska
(3) 배가 고픈데 _________________?
Eat pizza
(4) Macy’s에서 세일하는데 _________________?
Go shopping
(5) 교통이 복잡한데 _________________?
Take taxi
20. (6) 자전거가 불편한데 _________________?
Buy car
(7) 날씨가 좋은데 _________________?
Go to beach
(8) 목 마른데(목 마르다: to be thirsty) ______________?
Drink water
(9) Thanksgiving Day 인데 _________________?
Eat turkey
(10) 한국어가 재미있는데 _________________?
Take Korean
21. Alternative questions:~(으)ㄹ까요?
The pattern ~(으)ㄹ까요? is also used for questions that
offer a choice of alternatives.
A:
B:
1.
2.
3.
4.
5.
한국어 / 영어 [하다]
한국어 할까요, 영어 할까요?
~(으)세요. vs ~(으)ㄹ 거예요
데스크탑 / 랩탑 [사다]
한국 영화 / 미국 영화 [보다]
갈비 / 냉면 [먹다]
시험이 [*쉽다 / *어렵다]
집이 [*멀다 / *가깝다]
살까요
볼까요
먹을까요
쉬울까요/어려울까요
멀까요/가까울까요
22. Announcements
• Please complete all the exercise on textbook Ch11
before coming to Friday drill class
• Thursday 10pm (Online Twitter Activities for L11)
– Everyone needs to sign in twitter at the scheduled time.
• Friday: L11 Conversation 2 Drill session
– L11 C2 Vocab Quiz/ HW #3 L10 Due
• Monday: L11 Speaking Performance (Conversation 1)
– L11 test