CLS Working Papers
Date: Nov 2002
Author: Chan, Wai Meng, Kim Dong-Ha.
Abstract:
Research in cognitive psychology and second language learning has underlined the significance of the learners' cognitive processes and individual preferences in language learning. Helping learners to be aware of these processes and preferences has in fact become an important methodological principle of language teaching. Advances in information and communication technologies (ICT) have made it possible to offer a wide range of interactive language exercises and self-access learning materials in Internet. This paper will provide a brief description of "e- daf ", the Virtual Self-access Centre for German as a Foreign Language at the National University of Singapore, its objectives and structure. Using selected examples of interactive exercises and resources from "e- daf ", it will introduce five essential design principles and explain how these principles can be applied to enable greater individualization and process-orientation with the ultimate aim of promoting autonomous learning.
Date: Dec 2002
Author: Istanto, Johanna Wulansari
Abstract:
Project-based learning has gained prevalence in the education field for its role in inducing salient learning. The Indonesian program at the NUS has implemented project-based learning at different proficiency levels of instruction from elementary to advanced. In this paper, I will discuss and demonstrate how project-based activities can be an effective mode of language learning based on the following perspectives: 1) project-based learning as a form of experiential learning; 2) project-based learning as a form of collaborative learning. Some positive outcomes in the cognitive and affective domains which were exhibited during the process will also be discussed.
Date: Dec 2002
Author: Assoc Prof Chan, Wai Men
Abstract:
Attempts to implement innovative language learning curricula (e.g. with learning strategy instruction or to foster learner autonomy) have frequently met with resistance not only from learners, but from teachers as well. Indeed, the success of curricular innovations hinges largely on the ability and willingness of teachers, who represent vital agents of change, to implement the innovations and to achieve greater acceptance among learners. This paper argues that conflicts arising from differences in the principles of a particular innovation and the individual teacher's beliefs and attitudes (or, in J. Wagner's words, "E-knots") must be resolved to ensure the success of the innovation. For this reason, the reflective teacher is an essential pre-requisite of any curricular innovation. The paper will further seek to explain why a positive disposition towards as well as the ability to carry out reflective teaching is largely a function of the teacher's metacognitive competence. Having established this, the author will provide a brief survey of literature covering recent efforts in teacher education to foster reflective teaching and discuss how student teachers can be given the opportunity to experience at first-hand the very same innovations they are later expected to put into practice.
Date: April 2003
Author: Loe, Nie Fong Fanny
Abstract:
The development of computer technology and advances in WWW technology has constantly opened new doors for language teaching, enabling the visual display of language exercises on the screen complete with a multimedia soundtrack. The NUS Bahasa Indonesia team has developed an online interactive self-correcting courseware that provides comprehensible input for the basic level of Indonesian.In this paper, the author will elaborate on the “Bahasa Indonesia Programme”, an Interactive Multimedia Courseware for the Indonesian language, focusing on its objectives and progress. The paper will also explain how the courseware is applied beyond classroom interaction and its relation to the tutorial learning activities in the classroom. The paper will provide some examples of the interactive exercise worksheets available. Judging by student feedback, these motivate and enhance students' learning experiences.To conclude, the author will describe briefly the benefits of multimedia and the limitations of using the computer as a tool in language teaching, and ways in which a computer can help provide input for the learner.
Date: July 2003
Author: Assoc Prof Chin, Kwee Nyet
Abstract:
Two approaches are used in this study. One is through conducting surveys on Singapore Chinese of age 30 and above who had received English education. They are asked to appraise their educational background and the difficulties they may face while learning Chinese. They are also required to give a self-assessment of their abilities in learning Chinese. The other approach is through using both socio-linguistic and social-cognitive language theories. The theories are applied to analyze both their psychological dilemmas and the actual difficulties in the process of language learning. Using Vygotsky's socio-cognitive theories, we can explain why Chinese syntax and semantics have become two major obstacles for English-educated Adult Singaporeans. The key problem is that they have built up an inner speech based on English when they were at an age that was optimal for language acquisition. The results of this survey attest to this by showing that more than 60 percent of them could only construct thoughts in English, even though they understood that they were using Chinese. As they instinctively engage English syntax and semantics in their thoughts, their efforts in learning Chinese are often hampered by structural mistakes and a poor understanding of Chinese word usage.
Date: July 2003
Author: Toshiko Yamaguchi
Abstract:
Our shared teaching philosophy in the context of higher education might be to challenge students to think about what they are learning. This paper stresses the relevance of thinking skills while students learn a foreign language such as Japanese, and seeks to explain, though tentatively, how linguistic thinking helps to make the learning process successful. Taking kanji or logographic scripts as illustrative examples, I claim that the key to establishing this teaching methodology is, first and foremost, the awareness of linguistic knowledge (e.g. categorization of compounds) in a target language. The paper also argues that problem-based learning may not be an appropriate medium in language learning.
Date: July 2003
Author: Chin, Kwee Nyet, Chan Sai Hoon
Abstract:
Information Technology is widely used in the teaching of Chinese language in Singapore secondary schools in Singapore now. This paper discusses a typical learning problem of elementary Chinese Language learners. Most of these learners have the problem of not being able to read and write proficiently. But the question is: is IT-based teaching the solution to their problem? No doubt that IT is a powerful teaching tool but where elementary Chinese Language learners are concerned, IT does not enhance the learning of Chinese Language. Usually, the goal of IT-based teaching in Chinese Language is to enrich students or to inspire their interests in the learning of Chinese Language. However, in a pedagogical sense, learning a language requires the cognitive development of students, specifically their logical thinking. As IT-based teaching uses more visual stimuli, it enhances the affective rather than the cognitive development of students. Because of this contradiction, IT-based teaching does not request a solution to the student's learning problem.
About the Authors:
Chin Kwee Nyet received her M.A. and Dr. Phil. degrees in modern Chinese literature from the National University of Singapore and University of Hong Kong respectively. She is currently Convenor of Chinese Language Programme of the Centre for Language Studies. She taught Chinese language and literature at NUS from 1997 to 2001 as a part-time lecturer, and joined the NUS as full-time lecturer in 2001. Besides teaching, she is involved in development of the curricula for the Intensive Mandarin Programme and Chinese language modules for undergraduates. Her research currently focuses on the teaching of Chinese as second language and IT in Chinese language education.
Chan Sai Hoon received his M.A. degree from National University of Singapore. He is currently a teacher teaching Chinese Language in a Secondary School in Singapore. He has edited a book “Social History of Singapore” with Radio Singapore International. He has also published a paper on the significance of imagery in Si-Fu poetry of the Wei-Jin Period in the Chinese Monthly Cultural Journal. His current research focus is on curriculum planning and the use of IT in teaching Chinese language.
Date: August 2003
Author: Klayklueng, Sasiwimol
Abstract:
This paper is based on a description and investigation of some of the author's experiences in integrating language skills with meaningful contexts in Thai language courses. It mainly seeks to discuss the following perspectives:
- Incorporating meaningful and interesting contents or situations into integrated skills enhance comprehension and acquisition of new language structures or patterns.
- Employing authentic materials in classroom activities provides a purposeful context for the learning of language skills.
- Approaches which are carefully planned allow teachers to use strategies that are optimal for promoting foreign language development and proficiency.
Date: September 2003
Author: Nguyen Bich Thuan
Abstract:
This paper studies the reasons for the linguistic differences between the Vietnamese spoken in Vietnam and the Vietnamese spoken by Vietnamese overseas, in particular in Australia. While the latter still uses the forms of languages known to them before the 1975 Vietnamese diaspora; back home, the spoken language has taken many different twists and turns to become what it is today: a vernacular that puzzles many Vietnamese overseas.
Date: November 2003
Author: Chan, Wai Meng
Abstract:
This paper reports on a CALL development project of the German language programme at the National University of Singapore which seeks to marry the specific advantages of a computer network with that of multimedia technologies. The objective of the "Movie Studio" project was to create a motivating network-based platform for the production of dialogues in simulated situations, in written and in spoken form. Much like e-cards, which are fast gaining popularity among Internet users, the 'DIY' movies created by the learners can be viewed by designated viewers who will be informed by e-mails. The presenter will show that, in this project, the design of this application and its technical realisation were very much driven by relevant theories from the fields of second language acquisition, language education, CALL and multimedia learning as well as acknowledged principles in general education, rather than by technology per se. Besides the theoretical considerations and educational principles behind its design, the paper will also provide an account of the background and objectives of the "Movie Studio" project, a brief history of its development, the various functions and learning support available to the learners, and some possibilities for integrating it into the language curriculum.
Date: November 2004
Author: Chen Ing Ru, Kim Dong-Ha
Abstract:
Internet and multimedia technologies play an increasingly significant role not only in our daily life but in education as well. Similarly, in the field of foreign language teaching and learning, such technologies can be effective tools. Learning with Internet and multimedia provides opportunities for differentiating between learners of differing abilities and allows for greater individualisation. Pedagogically well-designed applications can provide learners with prompt and meaningful feedback, various forms of tutorial help and cognitive stimuli.
This paper will report on the project “Interactive Situation Simulation (ISS)” to create a multimedia web-based application for conversational practice and vocabulary learning, which has been made available in “e-daf” (http://courseware.nus.edu.sg/e-daf), the course website of the German Program at Centre for Language Studies of the National University of Singapore (NUS). Using selected examples, it will show how this application enables greater differentiation and individualisation of learning. The theoretical foundation of this application, including some approaches to language teaching, will also be discussed.
Date: November 2005
Author: Ms Lin, Chiung Yao
Abstract:
The research aims to establish the relationship of the fast changing social-political status after the lifting of newspaper ban in Taiwan and the usages of Mandarin lexicons. Through sampling of two most established newspapers in Taiwan, applying content analysis and socialist Emile Durkheim's social reality theory, the paper found that Mandarin in Taiwan are relatively more creative and experimental after 1988. Which in turn, explained the regional characteristics of Mandarin words and phrases in Taiwan as compared to the rest of the Mandarin speaking societies. With an attempt to categorize, this paper observed and identified 6 main areas of the uniqueness of Taiwan's Mandarin words and phrases usage.
Date: November 2005
Author: Cheong, Lee Peng
Abstract:
Because of increased emphasis on the role of parents and educators in helping children learn to read Chinese , this paper will be a valuable attempt for educators and parents sourcing Chinese literacy programs material. After introducing and collaborating much-needed theoretical perspectives on Chinese related literacy from Western Countries and China , the paper examines two of the literacy programme material available limitedly in Singapore.
Date: January 2007
Author: Teaching Development Committee
Abstract:
Due to the need for a common orientation and direction in the teaching of foreign languages in teh Centre for Language Studies, a committee comprising experienced teaching staff within the centre was set up. Its main objective was to dicuss and propose a general framework syllabus which could serve as a basic reference document for language teachers for the teaching.
This framework syllabus is drawn up to provide guidelines for the design of syllabi and the development of curricula in teh various language programmes in the CLS, and for teachers in planning and conducting lessons. It is also intended to inform readers of the approach which the Centre has chosen to realise its pedagogical objectives.
Date: July 2008
Author: Chan, Wai Meng, Chi, Seo Won
Abstract:
It is natural for a multicultural nation like Singapore to have a multlingual language policy with Malay, Chinese (Mandarin), English and Tamil as its four official languages. However the decision to make multilingualism the cornerstone of its language policy and the eventual choice of official languages were not necessarily the results of a bottom-up development determined by the ethnic and ethnolinguistic make-up of its population. Instead this policy was shaped at least as much by top-down processes which reflect Singapore 's national objectives. The same pragmatism is behind the Ministry of Education's bilingual language-in-education policy and third/foreign language programmes. This paper will begin by providing the historical and pragmatic background of its multilingual language and bilingual language-in-education policies. It will then describe and discuss the introduction and development of foreign language programmes in secondary and tertiary education in Singapore as well as the intended objectives behind these programmes. In its latter sections, it will look at recent trends in the teaching and learning of Korean in Singapore , which has thus far hardly been studied or documented scientifically, and present some anecdotal evidence and limited survey data on learners' goals in learning this language. This will be rounded off with a brief description of the newly established Korean language progamme at the National University of Singapore, and its objectives and intended outcomes.
Date: July 2008
Author: Sew, Jyh Wee
Abstract:
In the age of globalisation Malay learning should be useful for new possibilities. A robust Malay lexicon that contains the vocabulary of modern and futuristic references not only prepares the speaker to function with currency but enables the learner to interact intelligently in a global world of rapid knowledge making. The repertoire of the evolving Malay society replaces the peripherals of a collective memory of ancient cultural artifact that the native speakers are fast leaving behind. Interesting terms of Malay artifacts such as stone pestle (antan), rattan sieve (nyiru), for example, escape even the remote farming family of Mat Isa in TIVI (television), a novel by Shahnon Ahmad. This paper suggests for a current outlook in learning Malay in line with the spirit of knowledge economy, incorporating the recent National Day Speech Rally by the Prime Minister of Singapore in 2007 that favors the acquisition of Malay as a third language in school. The discussion includes the linguistic bipartite of the synoptic and iterative forces performed by a language that result in the development of grammatical taxonomies, for example, tense and aspect to fully describe time (Halliday 2000: 231). Along the vein of iterative usage this discussion emphasizes on the need for Malay learning to be in sync with the relevance of current time.