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Scholarly Interest Report
Pei-Ting Tsai
Lecturer in Chinese
  • B.A. English & Chinese Language and Literature (1997) National Central University, Taiwan
  • M.A. Teaching Chinese as a Second Language (2005) Institute of Teaching Chinese as a Second Language, National Taiwan Normal University, Taiwan
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 Tsai Peiting
Research Areas
 Linguistics and Language pedagogy
Teaching Areas
 Conference Committee Member

Presenter.  "How to teach difficult patterns in Mandarin Chinese." Chinese Teachers Association of the South, Rice U.. (April 14, 2007)

 Invited Papers

[1] 朱媞媞. (2007)〈华裔学生学习汉语的心理特征与文化关键期问题〉,《华侨大学学报 (哲学社会科学版) 》第4期: 117-122. [2] 祖晓梅. (2003) 跨文化能力与文化教学的新目标, 《世界汉语教学》第4期: 59-66. [3] Chou, Chih-p’ing, et. al. (1997) Oh, China! : Elementary Reader of Modern Chinese for Advanced Beginners. Princeton, NJ: Princeton University Press. [4] Graves, Kathleen. (2001) A Framework of Course Development Processes. In David R. Hall and Ann Hewings (Eds.), Innovation in English Language Teaching: a reader (pp. 178-196). New York: Routledge. [5] Jen, Theresa Chang-whei. (2001). Expanding Visions of American Learners of Collegiate Chinese: Heritage Students. 《世界汉语教学》Vol. 57, No. 3, 89-105. [6] Kim, Y. Y. (1991) Intercultural Communication Competence. In Ting-Toomey, S. & Korzenny. F. (eds.) Cross-Cultural Interpersonal Communication. London: Sage Publisher. [7] Kubler, Cornelius C., et. al. (1997) Chinese Translation of Executive Summary. NFLC Guide for Basic Chinese Language Programs. Pathways to Advanced Skills, Vol III: 21-37. [8] Yu, Li. (2009). Where is Culture? Journal of the Chinese Language Teachers Association. Vol. 44, No. 3, 73-108.



Cook, V. 1993. Linguistics and Second Language Acquisition. London: Macmillan. Glenberg, A. M., & Robertson, D. A. 2000. “Symbol grounding and meaning: A comparison of high-dimensional and embodied theories of meaning.” Journal of Memory and Language, 43, 379–401. Krashen, S. 1985. Language acquisition and language education. Alemany Press. Ping, Raedy M., Susan Goldin-Meadow. 2008. “Hands in the Air: Using Ungrounded Iconic Gestures to Teach Children Conservation of Quantity. ” Developmental Psychology, 44, No. 5, 1277–1287. Stam, Gail. 1999. “Speech and gesture: What changes first in L2 acquisition.” Paper presented at Second Language Research Forum, 19, University of Minneapolis. Valenzeno, Laura, Alibali,b,a Martha W. & Klatzkya, Roberta. 2003. “Teachers’ gestures facilitate students learning: A lesson in symmetry. ” Contemporary Educational Psychology, 28, 187–204.


Conference attendee.  "Chinese Language Education Forum." Chinese Language Education Forum, San Francisco. (November 12-13)


Workshop attendee.  "ACTFL Oral Proficiency Interview Familiarization Workshop." ACTFL Oral Proficiency Interview Familiarization Workshop, Rice University. (December 5)


Workshop attendee.  "ACTFL Writing Proficiency Guidelines Familiarization Workshop." CSL, Rice University, Houston. (December 6)


Presenter.  "Fun in Learning: The Use of Games in Teaching Chinese.." Chinese Language Teachers’ Association of the South, Rice University. (April 18)


"Gesture and Language Teaching." CLTA-South, Rice. (12/06/08)


"How OWL-space makes work efficient." LRC, Rice. (04/18/08)


presenter.  "How to teach beginner Mandarin Chinese pronunciation." Chinese Teachers Association of the South, Rice U.. (Jaunary 20, 2007)

Awards, Prizes, & Fellowships
 H.O.P.E. Honored on Professor Excellence Distinguished Honoree Award, Spring 2002., Based on teaching excellence, and selected by SMU student Resident Assistants. (Spring 2002)

 H.O.P.E. Honored on Professor Excellence Distinguished Honoree Award, Spring 2003., (Spring 2003)