1. Liang Fu 8-12-2016 CLIC, Rice University

2. Agenda Culture Teaching and Learning in Classroom Intercultural Language Teaching (ILT) and Learning (ILL) ILT/ILL: Needs and challenges Goals of Medical Chinese course and materials Spoken Data Collected Use of Data: Conversation analysis (CA) as a tool for ILT and ILL CLIC Corpus of Spoken Chinese for Medical Chinese Course 2 Summer L2 Workshop, 2016, CLIC, Rice University

3. Culture Teaching and Learning Discussion: Your experience in teaching culture Culture is often considered the fifth skill. Our textbooks often set it aside in a separate section. It’s seen as facts and artifacts Culture learning is the acquisition of information Cultural competence is the recall of this information Teachers may miss (not notice) the “invisible” cultural elements. 3 Summer L2 Workshop, 2016, CLIC, Rice University

4. Culture Teaching and Learning Dynamic view of culture (Liddicoat 2002) Culture is variable and constantly changing. It is seen as sets of practices created and re-created by participants in interaction. It’s not about information but about actions and knowing how to engage with the culture. Cultural learning is a general knowing which underlies how language is used in a cultural context. Cultural competence is Intercultural Competence. 4 Summer L2 Workshop, 2016, CLIC, Rice University

5. Intercultural Language Teaching/Learning (ILT,ILL) An intercultural speaker is in the “third place”(Kramsch 1993, Crozet et al. 1999) The intercultural speaker, not native speaker, is the target norm. It’s an ongoing development of skills to negotiate differences and enhance mutual understanding. Intercultural learners are involved in doing, thinking, noticing, comparing and reflecting. 5 Summer L2 Workshop, 2016, CLIC, Rice University

6. Needs for ILL/ILT ILL/ILT contributes to developing learners’ capabilities to: Communicate, interact and negotiate within and across languages and cultures; Understand their own and others’ languages; Understand themselves and others; Understand and use diverse ways of knowing, being and doing; Further develop their cognitive skills through thinking critically and analytically, solving problems and making connections in their learning These capabilities assist learners to live and work successfully as linguistically and culturally aware citizen of the world It fits perfectly with CLIC‘s mission and vision. Summer L2 Workshop, 2016, CLIC, Rice University 6

7. Challenges: Teaching Materials Existing teaching materials don’t reflect language in interaction; Mostly written texts; Spoken data mostly presentational rather than interactional; Interactional spoken data mostly scripted and are more linguistically oriented. Summer L2 Workshop, 2016, CLIC, Rice University 7

8. Chinese for Medical Professionals Summer L2 Workshop, 2016, CLIC, Rice University 8 Adapted newspaper articles Formal in style Focus on reading comprehension Medical terminology “Chinese For Western Medicine – Reading & Writing” pp. 195-196

9. Chinese for Medical Professionals Summer L2 Workshop, 2016, CLIC, Rice University 9 Scripted dialogues Unnatural recordings More in Q/A form than interactional Focus on listening comprehension “Chinese For Western Medicine – Listening & Speaking” p. 62

10. Needs for Natural Spoken Data Unscripted/spontaneous More colloquial Colorful/multifaceted Interactional Discussion: Your experience with using naturally occurring spoken data in classroom. Pros and cons? 10 L2 Workshops Summer 2016, CLIC, Rice University

11. Data/Corpus Available Mock interviews (NYU, BMC) Q&A, scripted, heavy use of medical terms with little interaction Popular spoken Chinese corpora LLSCC (The Lancaster Los Angles Spoken Chinese Corpus) Only 6 face-to-face conversations among 370 transcripts None in healthcare settings NCCU Corpus of Spoken Chinese 30 spontaneous face-to-face conversations None in healthcare settings 11 L2 Workshops Summer 2016, CLIC, Rice University

12. Collecting Spoken Data Audio-recorded interviews with healthcare professionals 7 recordings Audio-recorded doctor-patient mock interviews by native speakers 15 recordings Audio-recorded doctor-patient conversations 12 recordings (collected in Houston) 9 recordings ( collected in China) 12 L2 Workshops Summer 2016, CLIC, Rice University

13. Goals: Chinese for Medical Professionals CLIC started offering it in spring, 2015 A semester-5 language course Integrated language use Studies of words, grammar, syntax and discourses and use of them Language analysis and awareness Interactional Competence Social and cultural aspects of language 13 L2 Workshops Summer 2016, CLIC, Rice University

14. Goals: Chinese for Medical Professionals CLIC started offering it in spring, 2015 A semester-5 language course Integrated language use Studies of words, grammar, syntax and discourses and use of them Language analysis and awareness Interactional Competence Social and cultural aspects of language 14 L2 Workshops Summer 2016, CLIC, Rice University

15. Using the data in classroom Conversation Analysis (CA) or Talk-in-interaction framework (Barraja- Rohan 1999, 2000) CA exams turns: what, where and how (TCU, TRP) A well-suited tool to ILL/ILT: link between language and socio-cultural aspects of talk (Barraja-Rohan, 1999) It displays the hidden linguistic features and the cultural underpinnings of communication (Wang and Rendle-Short) 15 L2 Workshops Summer 2016, CLIC, Rice University

16. Using CA to Exam Listener Behavior Spoken data used: 2 role-play doctor-patient conversations by Chinese native speakers 1 real doctor-patient conversation 4 lesson plans developed 4 assessment tools provided 16 Summer L2 Workshop, 2016, CLIC, Rice University

17. Listener Responses in Interactions Backchannels (BC) e.g. oh, hm, ah, uh-huh Resumptive Openers (RO) Reactive Expressions (RE) e.g. yeh, yeh right, exactly, great, … Repetitions (RP) Collaborative Finishes (CF) 17 Summer L2 Workshop, 2016, CLIC, Rice University

18. Using CA to Exam Listener Behavior 5 Principles/Steps (Barraja-Rohan, 1999, 2000. See hand-outs for details) 1. Active Construction 2. Making Connections 3. Social Interactions 4. Reflection 5. Responsibility 18 L2 Workshops Summer 2016, CLIC, Rice University

19. 1. Active Construction Students are guided to notice things in their own language: ( See handouts for activity 1 ) They used backchannels (BC) a lot during the primary speaker’s turn, such as “oh”, “uh-huh”. They also used a lot of floor-taking or none-floor –taking reactive expressions (RE), such as “yeah”, “right”, “really”, “cool”, “you did?”, etc. They didn’t find cases of repetitions (RP). Nor did they try collaborative finishes (CF). They used very few resumptive openers (RO) 19 Summer L2 Workshop, 2016, CLIC, Rice University

20. 2&3. Make Connections and Social Interaction-I Students are guided to compare their conversation with the native speakers’ : ( See handouts for activity 2) Like them, Chinese speakers use Reactive Expressions (RE), if not as many. Unlike them, Chinese speakers used a lot of Resumptive Openers (RO) but very few backchannels (BC). Chinese speakers used more Repetitions (RP). There were no cases of Collaborative Finishes (CF), either. 20 L2 Workshops Summer 2016, CLIC, Rice University

21. … D ：其它，其它還有嗎？ P ：其它就沒什麽啦。 D ：哦，平时睡觉怎么样？ P ：就是天天犯困。 D ：犯困，是吧？想睡觉？ P ：嗯。 D ：哦，嗯，那吃东西呢？ P ：吃东西 … D: 饮食方面？ P ：还行，还行。 D ：哦，嗯，平时，有没有什么爱好？ P ：嗯 …, 没什么兴趣，就在家呆着。 D ：社交活动，也不太多，是吧？ P ：是。 D ：哦，嗯 … 平时有心脏病吗？ P ：没有。 D ：高血压和心脏病呢？ P ：都还好。都还正常。 D ：哦，嗯 … 那听力怎么样？ P ：也没问题。听力也没问题。 D ：哦，嗯 … 就是觉得精力不够，是吧？ P ：是，没有兴趣，做什么都没有兴趣 。 21 Summer L2 Workshop, 2016, CLIC, Rice University Resumptive Openers Reactive Expressions Repetitions

22. 2&3. Make Connections and Social Interaction-II Discussion: the cultural underpinnings of the differences Chinese are less likely to utter a response during the other speaker’s turn than English speakers. This may be a sign of politeness for the sake of saving the other person’s face as it creates less interruption. The listener may rely on eye contact or other body language to display his/her active listenership. 22 L2 Workshops Summer 2016, CLIC, Rice University

23. 2&3. Make Connections and Social Interaction-III Students are given chance to open up space for discussion of other cultural elements : (See handouts for activity 3) Choice of words Reduplication of verbs Ending conversation Body language 23 L2 Workshops Summer 2016, CLIC, Rice University

24. Example: Choice of Words Comparison in how patient’s condition is referred to: Student sampleNative Speakers’ 問題 (problems, 4) 症狀 (symptoms, 2) 病 (sickness, 2) 不舒服 (discomfort, 1) 情况 (condition, 1) 其它的 … (others…, 0) 24 Summer L2 Workshop, 2016, CLIC, Rice University

25. 4&5. Reflection and Responsibility Students conduct the conversation again with a native speaker They then listen to their recording. Write a reflection on their intercultural behavior as a listener and how it contributes to the success of the communication. 25 L2 Workshops Summer 2016, CLIC, Rice University

26. Use new data to further explore listener responses in Interactions A real doctor-patient conversation recorded in Houston. ( See handouts for transcript ) Use Principles 2-5 to compare the native speakers’ conversations studies in previous classes with this one. Students found that the doctor as the listener: Used a lot more BC’s to acknowledge understanding. (more like an English speaker) Used fewer RO’s than the native speakers. (Less like a Chinese speaker) Used RE’s as frequently as the native speakers Used many RP’s. Used some CF’s. Doctor’s interaction displays high level of interculturality as he maintains his identity while being sensitive to an English speaker’s identity His active display of understanding as a listener has to do with his social relationship as a doctor with his patient. 26 Summer L2 Workshops, 2016, CLIC, Rice University

27. A Tour: CLIC Corpus of Spoken Chinese for Medical Chinese course 27 Summer L2 Workshops, 2016, CLIC, Rice University

28. Thank You! Questions? Comments? 28 L2 Workshops Summer 2016, CLIC, Rice University