1. Proficiency Approach in Teaching Chinese
Dr. Yu-Lan Lin
Boston Public Schools

2. Historical View of Language Teaching
Grammar-Translation Method
Direct Method
Audio-Lingual Method
Cognitive Approach
Proficiency Approach
Standards-based Approach

3. Krashen’s Input Hypothesis
The acquisition-learning hypothesis
The monitor hypothesis
The Natural order hypothesis
The input hypothesis
The affective filter hypothesis

4. The Interlanguage Theory
Interference from the native language
Effect of instruction
Overgeneralization of rules
Strategies in L2 learning
Strategies in L2 communication

5. Vygotsky’s Zone of Proximal Development
Learning precedes and contributes to maturation
The ‘actual’ and ‘ potential’ development
The learner’s Zone of Proximal Development
Interaction with others and expansion of cognitive abilities

6. Implications of Research
Comprehensible input
Interactive environment
Opportunities to negotiate meaning
Communicate in the target language
Purposeful and meaningful activities
Nurturing environment for self-expression

7. Proficiency-based Instruction
Functions:
Context
Content
Accuracy

8. Standards for FL Learning
The Five C goals
The Content Standards
The Progress Indicators
The Learning Scenarios

9. Traditional View of Teaching Chinese
Teaching of Vocabulary
Teaching of Grammar
Emphasis on the ‘product’
Emphasis on accuracy

10. Traditional Teaching of Language Aspects
Vocabulary list
Sentence patterns
Explanatory notes
Grammar usage
Syntactic rules

11. Traditional Chinese Textbooks
Out of communicative contexts
Repetitive exercises
Manipulations of grammar structures
Making sentences based on patterns
Fill in the blanks
Matching words
Memorize vocabulary list

12. Why Traditional Method Doesn’t Work
Language always occurs in context
Vocabulary does not lead to conversation
Grammar does not guarantee realistic communication
Rules of language use are not taught

13. Traditional Methods of Teaching
Structural-behaviorist approach
Supply translation
One-directional transmission
Learners as passive learners
Teacher as the authoritative source of knowledge
Control external agent for learning

14. Traditional Understanding of What to be Learned
Vocabulary
Grammar
Four separate skills
Learn out of the contexts of language use

15. Traditional Ways of Viewing Learning
Habit formation
Memorization
Repetitive practice
Decontextualized grammatical structures
Vocabulary reinforcement
Teacher-centered
Product of learning

16. Reasons of Traditional Ways of Teaching
Lack of pedagogical training
Teaching according to intuition
Teaching according to traditional methods
Teaching according to how oneself was taught
Teaching according to some authority
Teaching according to commercially popularized “new” methods

17. Cognitive Approach in Teaching
Focus on creating learning contexts
Active use of language
Creative use of language
Purposeful communication
Negotiation of meaning

18. Cognitive Learning Focus
Function
Process
Meaning
Grammar is embedded in learning
Design tasks-based learning
Content-rich instruction
Learners and learning centered
Active learning

19. Compare Behavioral and Cognitive Approaches
Communicative
Students talk
Structure taught functionally
Use words meaningfully
Use sentences purposefully
Non-Communicative
T talks
T explains voc
T analyzes grammar
Voc memorization
Pattern repetition

20. In Proficiency-based Instruction
T Facilitates students’ learning
T provides opportunities for active learning
T enables learners to use cognitive strategies
T teaches students how to learn
T focuses on meaning not on form
T starts from text, not voc and grammar

21. Text Selection in Proficiency-based Instruction
Text: authentic, high interest, age-appropriate
Logical sequencing of information
Identifiable structure: letter, narration, report, editorial, etc.
Identifiable structural features that carry meaning
Pose reasonable cognitive/linguistic challenges

22. How to Teach Written Texts
On content: main idea, details
On the author: what is the author’s purpose of writing
On textual features: what is the meaning in each paragraph? Are they related?
On context: What context is the text likely to occur?

23. Communicative Competence
Linguistic competence
Socio-cultural competence
Discourse competence
Strategic competence