CLASIC 2020

閱讀能力已成為各國重視的能力之一。面對不同能力的學生，我們該如何做到因材施教呢？眾多的資源中，我們又該如何挑選最適合的學習教材呢？「SmartReading是性閱讀」透過全球最精確適性測驗評估診斷學生的閱讀能力，並透過書籍難度分析技術，提供多元化書籍之智慧推薦。利用系統化記錄，建立獨一無二之閱讀計畫，也透過自動化摘要技術，初步協助教師瞭解學生閱讀表現狀況。本系統不僅僅協助學生系統化培養提升閱讀素養，也協助解決教師在閱讀教學上之負擔。此外，系統與國際教育同步接軌，結合IB國際文憑六大主題、十六大概念，及十大核心目標，培養學生反思能力以達到跨領域、跨學科主題式教學目標。學生可培養了解學習主題相關的真實文本能力，以此建立學習者的閱讀深度與廣度，達成學生自主閱讀能力進而培養出具有責任心的終身閱讀學習者的目標。

Reading ability has become one of the capabilities that countries value. How can we teach students in accordance with their aptitude? How should we choose the most suitable learning materials among the numerous resources?「SmartReading」to assess and diagnose the reading ability of students through the world's most accurate tests, to provide intelligent recommendation of multiple books through the technology of book difficulty analysis, to use systematic records into the establishment of a unique reading plan, and to initially assist teachers to understand the reading performance of students through automated summary technology. The platform not only helps students improve reading literacy systematically, but also helps teachers reduce the burden of teaching.In addition, the system is in sync with international education, connected with IB are combined with six themes, 16 concepts and 10 goals, so as to develop students’ reflective ability and to achieve the goal of interdisciplinary.Students can develop the ability to understand the real text related to the theme, so as to establish the depth and breadth of reading to achieve the goal of independent reading and cultivate lifelong responsible reading learners.

華語非母語的學生普遍覺得「漢字如天書」，本課程針對此難點，提出鍵接圖(key-image method)創新教學法，搭配《我也繪漢字》教材，展現多元教具和具體教案，讓華語漢字詞教與學有趣又有效。課程亮點如下：
形義全(拳)，解決漢字識寫難點：鍵接圖結合學習理論和創新教學法，讓學習者透過看關「鍵」圖，同時連「接」起字形與字義，如「足」字鍵接圖本身像字形，也同時表字義。
語義場，擴展字詞使用情境：《我也繪漢字》全套兩冊，每冊包含「漢字知識」、「漢字鍵接圖」、「總複習」三大部分，幫助學習者系統式建構漢字學習基礎。總共有12個與生活相關的主題，從中可有效率習得308個常見漢字及317個重要語詞。
結合科技與多元活動，涵蓋完整語文層次：運用科技輔助，課程將介紹兩系統：(1)「短文析字部件拆解系統」，教師從文本中選出值得優先學習的部件、字、詞，以及(2)「華語文全字詞教學平台(eMPOWER)」，該系統整合本文與鍵接圖，可同時鞏固學習者漢字基礎，並且強化詞彙、短語和句子的運用。再者，本教材搭配多元活動（UNO敲字、翻字卡），提升漢字的教與學。

Learning Chinese characters could be intimidating for most CSL/CFL learners. To make character learning easier, this program offers an innovative, creative, and effective method incorporating the key-image method and various interesting teaching aids. Highlights of this program include:
Accessible learning methods: Key-image method makes Chinese character learning more accessible by the use of techniques based on the theories of learning and memory. This program combines learning theories with innovative teaching methods, allowing learners to look at a key-image and simultaneously connect the form and meaning of the Chinese character. For example, the "足 (meaning: foots)" key-image itself looks like a glyph and, at the same time, the meaning of the character.
Systematic learning process: Learning Chinese Characters with Drawings has two volumes and each includes three parts: (1) Knowledge About Chinese Characters, (2) Chinese Characters Key-image Pictures and (3) Review Activities. Twelve real-life topics help learners to acquire 308 most common Chinese characters and 317 important words.
Innovative technology supports: This program will introduce two systems: (1)“Chinese Radicals Disassembly System,” from which teachers could select the radicals, characters, and words that are worthy of priority learning from the text and (2)"eMPOWER platform,” which provides learners with more effective ways to build up the knowledge of Chinese characters and to reinforce the mastery of words, phrases, as well as sentences. Moreover, with the many creative activities, this program aims to improve Chinese teaching and learning.

語言教學的「聽、說、讀、寫」四大能力中，不論在研究或教學實務上，普遍認為寫作是最難掌握與最需要訓練的一項。華語學習者在寫作上對於篇章撰寫、結構編排、句子銜接、詞語結合，以及詞彙選擇，常有無法順利掌握的現象；因此教師在教學上，也需花費許多時間逐一修正學習者的詞彙、語法、結構，的確曠時費力。近年來，資訊科技的輔助為傳統教學提出了新穎的角度，也提供以真實文本為基礎的教學參考。本課程將說明如何運用『華語文寫作自動評估與回饋系統AES-Han』於華語文寫作教學課堂之中，提供不受時空限制的便利練習平台；在學習方面，即時修正與回饋能有效增進華語文學習者的寫作能力；在教學方面，課前、課中、課後的輔助管理功能，亦能提升教學者的整體教學品質。本課程將透過兩個可實際應用於第一線教學的教案，一步步帶領學員深度理解如何在教學上使用這個系統，體會系統如何激發從初級到高級程度的學生學習動機與潛能，提升教學成效。

“Writing” is considered to be the most difficult language skill among the four fundamental skills—listening, speaking, reading and writing—, and it always takes the most training and practicing to master the skill of writing. CSL learners have difficulties in word selection, collocation, sentence cohesion, structure organization and paragraph composition. Teachers, in turn, need to spend much time to review their students’ vocabulary, grammar, and writing structure. Recently, information technology has contributed much to language teaching. Technology and Corpus-based studies provide convenient tools and referential texts for classes on the spot. In light of this, we develop Automated Essay Scoring for Han (AES-Han), which is an online writing platform with instant feedback and class management.
In this course it will be presented how AES-Han can be applied to CSL writing class to provide an easy writing environment without any limitation of space and time. In one hand, AES-Han provides instant feedback, including essay evaluation and error correction, that enhance learners’ writing ability. In another hand, its functions of student essay management and portfolio can improve instructors’ teaching efficiency.
In this section, we will illustrate a teaching plan linking up with AES-Han in actual classroom. With the step-by-step demonstration, you will realize how the system promotes the motivation and potential of all-level learners, which would in turn increase the teaching efficiency and quality.

在大數據潮流的時代，運用匯集大量真實語料的語料庫於語言教學之中，已是不可擋的趨勢。為幫助華語教師了解大型華語語料庫的運用，並進而活用分析後的各式資訊於華語教學及研究之中，本課程將分為以下兩部分：

• 華語語料庫概論：介紹現有的各式華語語料庫，包含巨量的華語書面語料庫、口語語料庫、學習者語料庫及各式專業語料庫（如：科技華話、商務華語、學術華語等），並闡述各式語料庫如何運用在華語教學、華語教材與字典編撰、二語研究等不同面向。
• 華語語料庫實作：向現場教師介紹語料庫的檢索方法，並說明如何根據不同教學需求與目標而產出各式詞表（如：詞彙表、搭配詞表、多字詞表、關鍵詞表等），作為教學與研究使用之資料。

In the era of big data, there has been an increasing use of corpora in language teaching and learning. To encourage language teachers to use Chinese corpora in teaching and research, this course includes the following two sections:

• Introduction to Chinese Corpora: In the first section, we will introduce different types of Chinese corpora, such as written corpora, spoken corpora, learner corpora, and corpora for specific purpose(s). We will then explain how these corpora are employed in Chinese teaching and learning, the compilation of teaching materials and/or dictionaries, and second language research.
• Demonstration of the Use of Chinese Corpora: In the second section, we will demonstration how to use these corpora to generate different teaching resources, such as wordlists, collocation lists, lexical bundles, and keywords, to enrich Chinese teaching resources.

本課程將介紹兩個華語語料庫—中文語法數位平台(Digital Platform of Chinese Grammar)及華語文寫作語料庫(Chinese Written Corpus)，作為教師教材設計及課程準備之資源，讓教學材料更真實豐富、課程內容更多元生動。實作部分將結合《當代中文課程》內容，實際讓老師們操作語料庫、句法庫的查詢功能以及教學配合使用的方法。

In this section, we will introduce two Chinese corpora - Digital Platform of Chinese Grammar (中文語法數位平台) and Chinese Written Corpus (華語文寫作語料庫). These two corpora, as resources for teaching materials design and course preparation, provide Chinese teacher with concrete basis to design more abundant materials and more diverse content. Moreover, we will demonstrate how to use the two corpora in Chinese teaching with "A Course in Contemporary Chinese" as an example and teach participants to operate the corpora.

「Omni-immersion vision」（OIV）是以Unity 開發的3D虛擬實境創作工具。就以九歲以上的使用者而言，在未具程式編寫語言及3D建模先備知識的情況下，他們可以通過OIV創建及移動在虛擬實境創作的3D物件。透過OIV的簡易內建功能，使用者可以隨心所欲建置一個能讓他們在沉浸式的學習情境進行語言學習。

“Omni-immersion vision” (OIV) is a 3D authoring tool in a virtual environment developed through Unity. With OIV, users aged 9 and above can easily build and move 3D objects with several clicks without prior knowledge of any programming language or 3D modeling. With these features, users are allowed to construct any virtual environments based on their needs and interests to help them learn a language through immersion.

全球化的加速已促使外語能力的精熟成為各種學習與商業活動等的不可或缺的需求。面對如此普遍的外語學習浪潮，電腦輔助發音訓練被視為是相當具吸引力的語言學習輔助方式或替代教師面授的自學工具。一般而言，電腦輔助發音訓練設法偵測與診斷第二語言學習者根據提示所講出語句中的發音錯誤，因此能透過自動引導的方式來增進第二語言學習者的口說精熟程度。
首先，在本課程的前半部我們將說明基於自動語音辨識科技之電腦輔助發音訓練基礎原理和發展；尤其是近期在人工智慧和深度學習長足進展下，自動語音辨識科技是如何被推廣與應用到電腦輔助發音訓練系統的建置。其次，在本課程的後半部我們將介紹「SmartPinyin」系統以及運用它的各項功能來達成自動錯誤發音偵測與診斷。

The acceleration of globalization has been calling for the demand of foreign language proficiency. In face of such a surge of worldwide interest in learning foreign languages, computer assisted pronunciation training (CAPT) is emerging as an attractive supplement or surrogate to the instructions of human teachers. CAPT in general manages to pinpoint and diagnose erroneous pronunciations in the utterances of second-language (L2) learners in response to given text prompts, so as to improve their spoken proficiency in a self-directed manner.
In the first part of this lecture, we will present the basics and developments of CAPT systems leveraging automatic speech recognition (ASR) technologies. In particular, how the recent significant progress in artificial intelligence (AI) and deep learning fosters the growing applications of ASR technologies in CAPT will be also illustrated. In the second part of this lecture, we will introduce the " SmartPinyin " system and how to take full advantage of its functionality to facilitate automatic mispronunciation detection and diagnosis.