華語教學專用英語
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內容簡介
本書是專為第一線華語教師所設計的職場英語用書。作者柳玉芬老師從華語教師經驗的角度，外籍作者Allen老師則從華語學習者的角度，針對華語教學的各個情境、議題、教學方法等進行編撰。內容著重與學生的互動、協調及教學步驟的呈現。
全書根據華語教師整期上課情形，將內容分兩大部分七個單元。第一部分課堂經營英語，從如何開啟第一堂課、到課室經營以及考試指導語，乃至第二部分如何利用英語呈現華語本體教學，包括教授漢字、詞彙、 語法和語音等必備英語，期使讀者在閱讀後，能對如何使用英語進行華語教學操作更加得心應手。
全書根據華語教師整期上課情形，將內容分兩大部分七個單元。第一部分課堂經營英語，從如何開啟第一堂課、到課室經營以及考試指導語，乃至第二部分如何利用英語呈現華語本體教學，包括教授漢字、詞彙、 語法和語音等必備英語，期使讀者在閱讀後，能對如何使用英語進行華語教學操作更加得心應手。
目錄
Unit 1 ∥ The First Day of Class ∥上課的第一天
Unit 2 ∥ Classroom Management ∥課室經營
Unit 3∥English for Carrying out Tests∥考試進行用語
Unit 4∥Teaching Chinese Characters∥漢字教學
Unit 5∥Teaching Chinese Words∥教授中文詞彙
Unit 6∥Teaching Grammar∥教授語法
Unit 7∥Teaching Chinese Pronunciation∥華語發音教學
Unit 2 ∥ Classroom Management ∥課室經營
Unit 3∥English for Carrying out Tests∥考試進行用語
Unit 4∥Teaching Chinese Characters∥漢字教學
Unit 5∥Teaching Chinese Words∥教授中文詞彙
Unit 6∥Teaching Grammar∥教授語法
Unit 7∥Teaching Chinese Pronunciation∥華語發音教學
序／導讀
【序】
作者二版序一
2005年，我在中原大學應用華語文學系開設並教授「華語教學英語」這門全新課程。當時，無論在台灣或國際間，皆鮮見類似課程或可資參考的教材。我有幸成為首位從課程設計、教學實踐到研究發展皆親身投入的教師，從零起步，與學生一同探索：如何以英語教授華語，如何在課堂中實踐EMI教學理念，搭起語言與文化之間的橋樑。
本書《華語教學專用英語》即源自這門課的教學經驗與發展成果，初版的撰寫，原是為了回應當時課堂上的實際需求，協助初任華語教師掌握教學現場所需的英語表達與教學語言。前三課內容以課堂情境為主，協助學生學習如何規劃與引導教學活動；後四課則聚焦於本體教學，並強調教學結構的起承轉合：先定義語言點，再進行師生問答，最後總結內容。如此兼顧理論與實務，逐步建立出這門課的理念與教材架構。
在教材實際使用與回顧過程中，我們發現部分語句仍有潤飾空間。為使內容更為準確、語言更為清晰，並更貼合教學的實際需求，本次修訂針對細節進行了調整。雖非大幅增刪，但每一處微調，皆出於對教學品質的堅持與對讀者的尊重。
我始終相信，華語教學不僅是語言的傳授，更是文化的傳遞與理解的建立。教師可透過有策略的中文教學，亦能靈活運用英語引導學習。只要學生真正學會，就是有效的教學。在這樣的教學歷程中，英語成了一座連結世界的橋樑，協助華語教師將語言之美傳遞至更遠的地方。「華語教學英語」所帶來的，不僅僅是英語的運用技巧，而是一種能以英語建立專業教學場域的能力與視野。
衷心感謝一路支持本書的讀者與教學夥伴。謝謝我的合著者Lucas Allen，為本書帶來不同文化與教學視角；亦感謝彭妮絲教授在初版出版時所撰序言與給予的鼓勵與肯定，讓本書得以問世。特別致謝賴明德老師，老師雖已離世，未能親見新版出版，但當年他所給予的提攜與鼓勵，至今仍是我堅持前行的重要力量。最後，感謝新學林出版社的信任與支持，讓我們得以不斷精進本書內容，持續回應教學現場多元且變動的需求，期盼它能成為華語教學領域中一份兼具實用性與專業深度的資源。
柳玉芬
2025/05/31於中原大學
作者二版序二
In 2018, after completing my degree in Chinese Studies at the University of Houston, I moved to Taiwan to continue my language studies. At Chung Yuan Christian University, I had the privilege of studying under Professor Yu-fen Liou in the Department of Teaching Chinese as a Second Language (TCSL). She not only encouraged me to deepen my language skills but also inspired me to think about how I could contribute to the field of TCSL. It was through this experience that I became involved in the first edition of this book.
Now, as I serve in the United States military, my life may look very different, but my commitment to language learning and cross-cultural communication remains unchanged. Chinese continues to be an integral part of my daily life. I read, practice, and reflect on how language bridges cultures, even in unexpected environments.
This second edition of Practical English for Teaching Chinese as a Second Language is more than just an update—it reaffirms the book's original mission. Many native Chinese speakers aspire to teach Chinese internationally, particularly in English-speaking contexts. However, simply being proficient in English does not always equip a teacher with the specific language needed for effective teaching in a TCSL classroom. This book addresses that gap by providing practical classroom expressions, structured teaching language, and real-world examples that help Chinese teachers effectively apply English in their instruction.
At the same time, this book also speaks to a broader audience. Non-native Chinese-speaking educators, especially those whose first language is English, will find in these pages a structured introduction to Chinese language teaching. It provides insight into the strategies, challenges, and professional language that shape effective instruction in the Chinese classroom. This makes the book a valuable resource not only for native Chinese-speaking teachers but also for those who wish to teach Chinese as a second language in an English-speaking environment.
Working with Professor Liou on this project has been one of the most meaningful parts of my academic journey. This book reflects both of our perspectives: hers as a seasoned teacher and curriculum developer, and mine as a learner who came to teaching through language. We hope this book continues to serve as a resource for educators dedicated to building bridges—between languages, cultures, and the people who share them.
Lucas Allen
05/31/2025 in Houston
作者二版序一
2005年，我在中原大學應用華語文學系開設並教授「華語教學英語」這門全新課程。當時，無論在台灣或國際間，皆鮮見類似課程或可資參考的教材。我有幸成為首位從課程設計、教學實踐到研究發展皆親身投入的教師，從零起步，與學生一同探索：如何以英語教授華語，如何在課堂中實踐EMI教學理念，搭起語言與文化之間的橋樑。
本書《華語教學專用英語》即源自這門課的教學經驗與發展成果，初版的撰寫，原是為了回應當時課堂上的實際需求，協助初任華語教師掌握教學現場所需的英語表達與教學語言。前三課內容以課堂情境為主，協助學生學習如何規劃與引導教學活動；後四課則聚焦於本體教學，並強調教學結構的起承轉合：先定義語言點，再進行師生問答，最後總結內容。如此兼顧理論與實務，逐步建立出這門課的理念與教材架構。
在教材實際使用與回顧過程中，我們發現部分語句仍有潤飾空間。為使內容更為準確、語言更為清晰，並更貼合教學的實際需求，本次修訂針對細節進行了調整。雖非大幅增刪，但每一處微調，皆出於對教學品質的堅持與對讀者的尊重。
我始終相信，華語教學不僅是語言的傳授，更是文化的傳遞與理解的建立。教師可透過有策略的中文教學，亦能靈活運用英語引導學習。只要學生真正學會，就是有效的教學。在這樣的教學歷程中，英語成了一座連結世界的橋樑，協助華語教師將語言之美傳遞至更遠的地方。「華語教學英語」所帶來的，不僅僅是英語的運用技巧，而是一種能以英語建立專業教學場域的能力與視野。
衷心感謝一路支持本書的讀者與教學夥伴。謝謝我的合著者Lucas Allen，為本書帶來不同文化與教學視角；亦感謝彭妮絲教授在初版出版時所撰序言與給予的鼓勵與肯定，讓本書得以問世。特別致謝賴明德老師，老師雖已離世，未能親見新版出版，但當年他所給予的提攜與鼓勵，至今仍是我堅持前行的重要力量。最後，感謝新學林出版社的信任與支持，讓我們得以不斷精進本書內容，持續回應教學現場多元且變動的需求，期盼它能成為華語教學領域中一份兼具實用性與專業深度的資源。
柳玉芬
2025/05/31於中原大學
作者二版序二
In 2018, after completing my degree in Chinese Studies at the University of Houston, I moved to Taiwan to continue my language studies. At Chung Yuan Christian University, I had the privilege of studying under Professor Yu-fen Liou in the Department of Teaching Chinese as a Second Language (TCSL). She not only encouraged me to deepen my language skills but also inspired me to think about how I could contribute to the field of TCSL. It was through this experience that I became involved in the first edition of this book.
Now, as I serve in the United States military, my life may look very different, but my commitment to language learning and cross-cultural communication remains unchanged. Chinese continues to be an integral part of my daily life. I read, practice, and reflect on how language bridges cultures, even in unexpected environments.
This second edition of Practical English for Teaching Chinese as a Second Language is more than just an update—it reaffirms the book's original mission. Many native Chinese speakers aspire to teach Chinese internationally, particularly in English-speaking contexts. However, simply being proficient in English does not always equip a teacher with the specific language needed for effective teaching in a TCSL classroom. This book addresses that gap by providing practical classroom expressions, structured teaching language, and real-world examples that help Chinese teachers effectively apply English in their instruction.
At the same time, this book also speaks to a broader audience. Non-native Chinese-speaking educators, especially those whose first language is English, will find in these pages a structured introduction to Chinese language teaching. It provides insight into the strategies, challenges, and professional language that shape effective instruction in the Chinese classroom. This makes the book a valuable resource not only for native Chinese-speaking teachers but also for those who wish to teach Chinese as a second language in an English-speaking environment.
Working with Professor Liou on this project has been one of the most meaningful parts of my academic journey. This book reflects both of our perspectives: hers as a seasoned teacher and curriculum developer, and mine as a learner who came to teaching through language. We hope this book continues to serve as a resource for educators dedicated to building bridges—between languages, cultures, and the people who share them.
Lucas Allen
05/31/2025 in Houston
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