Study On The Cases In Teaching Chinese As A Second Language

Cases are essentially typical and special events. The connotation and feature of the case are different in different specialized fields. In the field of teaching Chinese as a second language, there are many vague views about the case and other derivative concepts. The concepts of cases, case method, teaching case, case analysis, case study and case approach are overlapping and mixed. Scholars use the same word referring to different objects. There are no systematic method and scientific evaluation system in developing, collecting, integrating, evaluating and using cases in the field of second language teaching. We try to give answers to the above questions in the first chapter, and illustrate our research content and research methods on the basis of reviewing related issues in China and other countries.In spite of the fuzziness of various concepts about case, we can make a clear classification of cases according to their functions. Cases and other derivative concepts constitute a system, and all the concepts can be classified as three types:the case as a research tool, the case as a teaching method and the case as a type of resource. Case as a research tool refers to case study, which is a positivist and qualitative method. Case as a teaching method refers to case method, which is a teaching pattern. Case as a type of resource refers to cases which can be used in language teaching and learning. In chapter 2, on the basis of specifying the classification of cases, we will describe case study, case method and case resource respectively in the following parts.In chapter 3, the history of case study in teaching English as a second language is introduced and evaluated in contrast to the case study in teaching Chinese as a second language. We illustrate the connotation, nature, tradition, advantages and limitations of case study in western applied linguistics. We introduce the topic and trend of case study from 1970 to 2008. Comparing with traditional case study, the object and focus of modern case study have changed a lot. We explain the situation and reasons.In chapter 4, we have searched all the studies which have used case study method in Chinese language teaching and learning between 1980 and 2010, on the base of which we can see the development of case study in teaching Chinese as a second language. We list the representative theses in every stage and find their topics, methods and conclusions. There are some characteristics in the aspects of purport, purpose and approach. There are some limitations in the aspects of object, content, method, conclusion and report of case study. We find that the trend of case study is more integrating, focusing on single object, and using more comparative method with more technology.In chapter 5, we discuss the concept, effect and classification of case resource in teaching Chinese as a second language. There are two kinds of resources, case video and case text. The former reflects the panorama of class, showing teacher's teaching methods and skills. The latter reflects capacious space outside the classroom, showing how people, contexts and events affect language teaching and learning from a broad vision. The developing process of case video can be divided into eight steps. We also discuss the topic, data and type of literature of case text.In chapter 6, case method is compared with class viewing and microteaching. Case method can play an important role in teacher training. In the perspective of pedagogy, we illustrate the purpose and angle of view of case analysis. We discuss teacher's guiding ways to students, the proportion and the form of teacher's discourse, teacher's judgment and decision, teacher's notion about language, language teaching and language acquisition, how do teachers process teaching materials, teacher's attitude to students, the atmosphere teacher builds in classroom, logic style of teacher's teaching process, classroom context and so on. These nine aspects construct a framework of case analysis.In chapter 7, on the basis of comparing, the conclusion is drawn that there are two different systems about cases in applied linguistics (especially in second language teaching) in China and in western countries, though they share the same terminology. The purpose and approach of case study are totally different in the context home and abroad, and these two systems are significantly different.