CASLAR-6 Workshops


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List of Workshops

Click on the title to see more information on each workshop. Click on a speaker's name to read their bio.


Workshop Information

Creating Tasks in a Task-Supported and Task-Based CFL Class
主题: 以任务为导向的中文课堂教学设计 

Speaker: Miao-fen Tseng 曾妙芬

Target audience: 

  • Researchers, instructors, program directors and coordinators, graduate students 

Workshop outcomes:

  1. Understand the features and types of tasks and principles for sequencing tasks.
  2. Learn the distinction between task-based and task-supported language teaching. 
  3. Get familiar with steps for creating tasks in the two types of curricular framework.  
  4. Establish key concepts about tasks and assessments appropriate for the two types of curricula.



  1. 了解任务教学活动的特征与类别。
  2. 学到以任务为核心与以任务为辅助两种课程的差异。
  3. 熟悉两种课程任务设计的步骤。
  4. 建立适用于两种课程的任务评量基本概念。


The workshop highlights task features and types, discusses principles for sequencing a series of tasks, compares TBLT and TSLT curricula and their feasibility in CFL classes, shows sample tasks and assessments suited for two types of curricula at different proficiency levels, and recommends steps to follow for creating a TBLT or TSLT course. (TSLT=Task-Supported Language Teaching; TBLT=Task-Based Language Teaching)

此研习班归纳任务活动特征与类别,讨论任务活动排序原则,比较TBLT与TSLT两种课程在中文课堂的可操作性,讨论初中高三个不同水平的任务活动设计与评量,并建议TBLT 与TSLT 课程设计之步骤。(TSLT=Task-Supported Language Teaching以任务作为课程辅助之教学); TBLT=Task-Based Language Teaching以任务作为课程核心之教学)

Extensive Reading

Speaker: Matt Coss 高正远

Target audience: 

  • Practicing teachers of all levels 大中小学教师
  • Graduate students 研究生
  • Program directors and coordinators 中文项目主管

Workshop outcomes:  

  • I can define extensive reading and contrast it with intensive reading. 学员能了解ER并且与常见的阅读模式进行比较、区分。
  • I can identify the theoretical and practical evidence in support of systematically incorporating extensive reading into my Chinese courses or programs. 学员能认识ER的理论及实证研究基础以及将ER系统性地融入到中文课程、中文项目的益处。
  • I can create an action plan to incorporate extensive reading (resources, time) and conduct action research to assess viability in my context. 学员能做出初步实行ER的教学/研究探索计划。


Extensive reading is a pedagogical practice with solid foundations in SLA and L2 reading theory and empirical research. However, in L2 Chinese, very little attention has been paid to Extensive Reading in research literature or classroom pedagogy. This workshop will overview extensive reading and its theoretical underpinnings, presenting evidence in support of systematic incorporation of extensive reading at all levels of CFL/CSL instruction. This workshop will also present practical strategies for implementation as well as mixed-methods pilot research data on a multi-year trial implementation at the postsecondary level to empower participants to independently implement ER in their own instructional contexts. 

Extensive Reading (常译为泛读,以下简称ER)是一种具有扎实的二语习得及二语阅读理论和实证研究基础的教学手段。然而,无论是在汉语作为第二语言的理论还是教学实践文献中,对ER的关注却少之又少。本研习班将概述ER及其理论基础,并提出二语习得理论及实践依据以支持ER应被系统性地融入CFL/CSL教学的各级课程这一论点。与此同时,本研习班也会介绍实施ER的实际课堂战略,并且举出大学汉语课堂中多年试行的ER混合方法试点研究数据,从而协助参与者日后独立实施系统的ER教学活动和研究。

A Lexical-Thematic Modular Approach

Speaker: Phyllis Zhang 张霓

Target audience:

  • College and high-school teachers, graduate students  大学及高中的中文教师、研究生

Workshop outcomes:

  • 学员将获得对教学活动设计相关理论与概念的基本了解 Participants will develop a foundational understanding of the theoretical foundations and key concepts related to instructional design
  • 区分不同的教学程序和任务类型、并分析其合理性、利与弊、及可操作性 Participants will be able to differentiate various training procedures and task types, analyzing the appropriateness, benefits, and shortcomings as well as the implementability of each.
  • 认识话题扩展模式的主要特点及其系列活动设计的目的和作用 Participants will be able to identify the unique traits of this approach as well as the purposes and uses of the various interlocking pedagogical tasks it encompasses


L2中文教学中最常见的是课文为本的教学模式。此研习班将介绍主题词语为本、技能为纲的话题扩展模式,并比较此模式与课文模式之不同及其优势。内容分为四个部分:1)教学模式和活动设计相关的理念和基本概念,2) 话题扩展模式的特点和优势,3)教学框架和程序设计示例,4)单元结构及系列活动示例。介绍中将演示如何使教学内容及目标、学练用方式、以及语言技能的评估有机结合。学员将了解“点线面体”设计的主要环节(词>>句>>段>>文,层层深入、螺旋上升,组合扩展),从而能够针对教学和技能训练需要运用这个教学框架进行单元规划和活动设计。 

The text-based approach is the most commonly used pedagogical model in L2 Chinese teaching. This workshop will introduce an alternative that this presenter has been developing, a lexical-thematic modular approach (LTM), and draw comparisons between these two approaches to identify the advantages and innovations of the LTM model. The workshop will include four parts: 1) The pedagogical and theoretical foundations; 2) the unique aspects and advantages of the LTM model; 3) sample pedagogical frameworks and procedures; 4) sample thematic unit structures and serial pedagogical activities. The workshop will demonstrate this model’s seamless integration of instructional content with objectives, the learn-practice-use approach, and skill assessment. Participants will develop an understanding of the primary phases of a bottom-up design process: words>>sentences>>paragraphs>>texts, spiraling up layer by layer while expanding by grouping and re-grouping. This presentation will enable participants to apply and use this framework for unit planning and activity design to achieve their targeted skill outcomes.

Chinese prosodic transcription (CHIPROT) for teaching purposes—a cookbook

Speaker: Hana Třísková 廖敏

Target audience:

  • practicing teachers, students of all levels, researchers汉语教师,各级学生


连贯言语的特征,例如重音、韵律成组、句调以及信息结构在语言中发挥着重要的语言功能和交际功能。然而这些特征通常在对外汉语教学中很少被关注。当学生们阅读教材中的汉语句子和对话时,他们得靠汉字,最多就是借助于辅助汉字的汉语拼音, 经常只是逐字发音。不过平淡的汉语拼音(更不必说汉字)不能给他们提供话语韵律结构的任何线索。他们经常会把一段话语发音为一串没有顿挫抑扬的全调音节,并时而伴随有错误的停延。为了帮助汉语学习者发音更加自然流畅,我设计了一套以汉语教学为目的的韵律音标 (CHIPROT)。它可以被用来标注正常语速下的口语句子和对话录音。它能反映出话语中的基本韵律特征,具体来说就是轻重音和韵律成组。CHIPROT是以汉语拼音为基础的,图示表达清楚简单,深入浅出并且容易上手。

Features of connected speech such as stress, grouping, intonation, and information structure have crucial linguistic and communicative functions. Yet these features are seldom given attention in L2 teaching. When students practice Chinese utterances presented in teaching materials, they either have to get by with Chinese characters, or—at best—make do with plain Hanyu Pinyin. That is, they have no hints about the prosodic structure of the utterances. They often tend to produce them as a series of fully tonic syllables of equal prominence with incorrectly placed breaks. To help learners become more natural and fluent I have designed a prosodic transcription CHIPROT for teaching purposes. It can be used to transcribe the recordings of common colloquial utterances produced at a natural speech tempo. It reflects fundamental prosodic features of fluent speech, namely the degree of prominence of particular syllables, and grouping. It is based on Hanyu Pinyin, being rather iconic and easy to implement / use.

Connecting L2 Chinese Research and Instruction

Speaker: Xiaohong Wen 温晓虹

Target audience:

  • Researchers, graduate students and teaching practitioners who are interested in research-based instruction 二语研究者,研究生,语言教师

Workshop outcomes:

  • Participants will be able to construct their understanding of the importance of empirical studies in L2 Chinese acquisition and learning.  参会老师能够进一步了解汉语二语习得研究的重
  • Participants will be able to see the meaningful connections between research, particularly classroom research, and teaching practice. 参会老师能够认识到研究,特别是课堂教学研究,对教学所起的直接或间接的指导意义。 
  • Participants will be able to apply their understanding of research findings to their classroom instruction. 参会老师能够把对教学有启示和指导意义的研究结果应用于课堂教学实践中。


To accomplish the outcomes discussed above, this  workshop first delves into “what the research says” by discussing the most recent empirical studies in L2 Chinese acquisition. Drawing from research results, the workshop helps participants construct their understanding of the connections between research and instruction. Very importantly, the application of research findings with applications and implications to classroom instruction, is discussed to enhance L2 Chinese instructional effectiveness. 

首先把最新的近20篇汉语二语习得实证研究从教学的角度分类。 接着从学习者习得的过程来分析研究结果对教学的意义。 最后把研究结果对教学的意义展开,讨论教师如何利用研究结果来指导教学及可能的实施措施。

L2 Listening: From Theory to Practice

Speaker: Wei Cai 蔡薇

Target audience:

  • practicing teachers—all levels 汉语教师(各级教师)
  • researchers 研究人员
  • graduate students 研究生

Workshop outcomes:

As a result of this workshop, participants will be able to:

  • know fundamental theories of second language (L2) listening
  • design a listening teaching sequence
  • develop exercises and tasks for teaching linguistic skills in Chinese L2 listening 


  • 了解第二语言听力基本理论
  • 设计汉语听力教学过程
  • 设计汉语听力语言技能练习与任务


The workshop is intended to demonstrate a systematic listening teaching sequence and provide concrete techniques for teaching linguistic skills of Chinese L2 listening in light of research findings of L2 listening, unique features of the Chinese language and distinctive characteristics of the Chinese learner population. 



Speaker Information


Professor Miao-Fen Tseng is Daniels Family NEH (National Endowment for The Humanities) Distinguished Teaching Professor and the Inaugural Director of the Institute of World Languages at the University of Virginia (UVA). In recent years, she has actively established global partnerships for online learning and promoted technology, virtual reality, and community-based experiential learning for F2F and online language instruction. Her influential roles include, but are not limited to, Director of UVA STARTALK Teacher/Student Academy, Founder and President of the Chinese Language Teachers Association of Virginia (CLTA-VA), member of the CLTA Board of Directors, member of STARTALK Task Force, College Board consultant in AP Chinese, Academic Advisor and Senior Reviewer for AP Chinese Audit, and Evaluator of K-16 Chinese language programs and teacher preparation programs. She has received many accolades in recognition of her contribution to Chinese language education, among them the Albert Nelson Marquis Who’s Who Lifetime Achievement Award (2019), the STARTALK Award (2008-2019, 2021), the Distinguished Alumni Award from the University of Taipei (2018), the Jefferson Trust Award (2018), the Helen Warriner-Burke FLAVA Distinguished Service Award (2016), and the Jiede Empirical Research grant (2015) and Ron Walton Best Presentation Award (1998) by CLTA. She has published almost 30 peer-reviewed articles and six books, including Teach Chinese Online: An Essential Guide, The Handbook of Tasks and Rubrics for Teaching Mandarin Chinese (Volume I, II, III), AP Chinese Language and Culture Teacher’s Guide, and Promoting Professionalism in Teaching AP Chinese (推动专业化的AP中文教学). Her major interest lies in task-based language teaching, online teaching and technology, teacher training, curriculum design and pedagogy, and second language acquisition. 

曾妙芬教授目前为美国国家人文学科Daniels Family杰出教学教授暨弗吉尼亚大学世界外语中心创办主任。近年来极力推动任务教学、全球网络线上合作项目、社区体验学习、虚拟世界等科技工具在多元外语教学模式上的应用。她在中文教学界也扮演具影响力的角色,例如曾任美国星谈中文教师培训与学生项目主任,维州中文教师学会创始人暨会长,全美中文教师学会董事, 星谈线上教学筹备委员,大学理事会AP中文顾问,AP中文课程审查资深学术顾问与评审委员,以及K-16中文语言项目与师资培养项目评鉴委员。 她曾荣获诸多奖项,包括 Albert Nelson Marquis Who’s Who 终身成就奖 (2019),  星谈联邦政府经费 (2008-2019, 2021), 美国第三任总统汤姆斯杰弗逊外语前瞻计划奖(2018), 台北市立大学杰出校友奖 (2018), Helen Warriner-Burke FLAVA 杰出外语贡献奖(2016), 全美中文教师学会皆得实证研究奖(2015)与Ron Walton最佳论文发表奖(1998)。她出版近30篇学术论文与六本专业书籍:网络中文教学指南, 中文任务型教学活动与评量手册(1-3册),  推动专业化的AP中文教学与AP中文教学指引。 其研究领域主要为任务型教学法、线上线下教学与教育技术的应用、师资培训,对外汉语课程设计与教学法、第二语言习得相关研究。



Matt Coss is a Lecturer in Chinese at George Washington University (Washington, DC) and is a PhD student in the Second Language Studies program at Michigan State University. Matt has also worked as a Second Language Acquisition Specialist developing professional development and world language teaching resources for the STARTALK Program (housed at the National Foreign Language Center at the University of Maryland). Matt graduated from UNC Chapel Hill with a dual major in Asian Studies (Chinese) and Hispanic Linguistics and received his MA in Second Language Acquisition from the University of Maryland. Matt has worked as both a Spanish and a Chinese teacher in instructional contexts ranging from grade school to university to professional schools and intensive summer programs. 



Professor Phyllis Zhang holds a Doctorate of Education in Applied Linguistics from Columbia University and has been teaching at GW since 2004. She has served as the director of the GW Chinese language program (2004-2014) and the director of the MA in Chinese Language and Culture Program (since 2014).  Her research interests include functional grammar (Chinese syntax), technology-enhanced language instruction, second language proficiency development and assessment. In recent years she has been researching and developing a lexical-based and proficiency-oriented Chinese training model. She has published a number of articles on Chinese language teaching and learning, including on learner’s reading and writing proficiency development as impacted by the digital learning environment. She has authored several textbooks, including David & Helen in China (Yale University Press, 1999, 2003), and the Developing Chinese Fluency series (Cengage Learning) with Biaoda (2010), Ni Wo Ta (2015), and Transitions (2018).  Dr. Zhang has been an ACTFL-certified Chinese proficiency (OPI) tester since 2006. She has also served on the board of Chinese Language Teachers Association-U.S. and the board of the Journal of Technology and Chinese Language Teaching.

张霓为哥伦比亚大学应用语言学博士,现为美国乔治华盛顿大学东亚系中文副教授、中国语言文化硕士项目主任。 主要研究兴趣包括功能语法及中文句法、技术强化的外语教学模式、二语能力发展及语言水平测评; 发表了多篇相关学术论文,并编写了多部L2 中文教材。近年来研发主题词语为本-技能为纲的教学模式,已出版的 Developing Chinese Fluency《流利表达》中文系列包括多媒体初级教程 《你我他》、中级教程(Transitions),  中高级教程《表达》。张霓为ACTFL(美国外语教师协会)口语水平测试认证考官;曾任CLTA-US(全美中文教学学会)理事, TCLT《科技与中文教学》学刊编辑及该刊编委。


Hana Třísková, Ph.D. is a research fellow at the Oriental Institute of the Czech Academy of Sciences, Prague. She graduated from Sinology at Charles University, Prague. In 1982–1983 she was a postgraduate student at Beijing University (Dept. of Chinese Language and Literature). Her research interests include phonology and phonetics of Standard Chinese (especially sentence prosody), as well as methodology of teaching Standard Chinese pronunciation. Her goal is to introduce the results of research in Chinese linguistics and phonetics into L2 teaching. She taught the courses of Chinese phonetics at Charles University (1997-2005, 2017-2021), at the Oriental Institute (2011-2013) and at the Masaryk University in Brno (2014-2015). 

Hana Třísková (廖敏) 博士是布拉格捷克科学院东方研究所的研究员。她毕业于布拉格查理大学。1982年至1983年,她是北京大学(中国语言文学系)的进修生。她的研究兴趣包括汉语语音学(尤其是韵律特征),以及汉语发音的教学方法。她的目标是将汉语语音学方面的研究成果引入第二语言教学中。她在查理大学(1997-2005,2017-2021)和布尔诺的马萨里克大学(2014-2015)教汉语语音课程。


WenXiaohong ‘Sharon’ Wen温晓虹 is a Professor of Applied Linguistics and Chinese Language Acquisition at the University of Houston. Dr. Wen has conducted a series of empirical studies from both the quantitative and qualitative perspectives. Her publications address L2 learning motivation, L2 Chinese acquisition of Chinese, interlanguage pragmatics, heritage language, and research-based instruction. Her L2 Chinese motivation instruments have been widely adopted for research in various languages. She is the Principal Investigator for several major federal and internal grants.  Dr. Wen’s research publications include more than forty articles, mostly in peer-reviewed journals.

Her recent books, including edited books, are: The Acquisition of Chinese as a First and Second Language (2021), Studies on Learning and Teaching Chinese as a Second Language (2019); Teaching Chinese as a Second Language: Curriculum Design and Instruction (2015); Studies of Chinese Language Acquisition by English Speakers (2012); Chinese as a Second Language Acquisition and Instruction (2008). 

温晓虹,美国休士顿大学教授(心理语言学),中文研究主任。教授课程包括各级汉语课,商务汉语与中国文化课 及应用语言学研究生专业课。


Cai Dr. Wei Cai is associate professor and Division Chair of Chinese Studies and Japanese Studies in the School of Languages, Linguistics, Literatures and Cultures at the University of Calgary. Her major research area is second language listening. She serves as the President of Chinese Language Teaching and Research Association (Canada). 

蔡薇, 加拿大卡尔加里大学语言、语言学、文学及文化系副教授,汉语及日语研究部主任。主要研究方向为第二语言听力。任中文教学与研究学会(加拿大)会长。