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DTSTART;TZID=Europe/Helsinki:20190417T180000
DTEND;TZID=Europe/Helsinki:20190417T200000
DTSTAMP:20260426T173247
CREATED:20190308T062346Z
LAST-MODIFIED:20190308T062415Z
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SUMMARY:Li-Jen Kuo (Texas A&M University\, USA): „Acquisition of Chinese Characters by Second Language Learners: The Effects of Character Properties and Individual Differences“
DESCRIPTION:Abstract: \nRecent years have witnessed a dramatic growth of Chinese learners worldwide and a need for cross-linguistic research on Chinese literacy development. Drawing upon theories of visual complexity effect (Su and Samuels\, 2010) and dual-coding processing (Sadoski and Paivio\, 2013)\, Dr. Li-Jen Kuo will present a study that investigated (a) the effects of character properties (i.e.\, visual complexity and radical presence) on character acquisition and (b) the relationship between individual learner differences in radical awareness and character acquisition. Participants included adolescent English-speaking beginning learners of Chinese in the U.S. Following Kuo et al. (2014)\, a novel character acquisition task was used to investigate the process of acquiring the meaning of new characters. Theoretical and pedagogical implications of the findings will be discussed. \nShort bio: \nDr. Li-Jen Kuo is Associate Professor of Literacy Education and Second Language Acquisition in the College of Education and Human Development at Texas A&M University\, USA. Dr. Kuo also serves as the Director of Texas A&M’s Chinese and Korean Language and Culture Program\, a service program funded by US federal grants.\nDr. Kuo received her M.A. in Language\, Learning and Policy from Stanford University and her Ph.D. in Educational Psychology with an emphasis on Cognitive Science of Teaching and Learning from the University of Illinois at Urbana-Champaign. She was a Postdoctoral Research Fellow of the US National Academy of Education.\nDr. Kuo’s research focuses on the interface among literacy\, cognition and learning. She has directed several national and international research projects that investigate how different aspects of literacy development\, ranging from the emergence of phonological awareness to the acquisition of argumentative discourse\, vary across learners of diverse first and second language backgrounds. Her research participants included Chinese-\, Korean-\, Japanese- and Spanish-speaking learners of English as well as English-speaking learners of Chinese\, Korean\, Japanese and Spanish. Dr. Kuo’s research has been funded by the US National Academy of Education/ Spencer Foundation and American Psychological Association. Utilizing both experimental and naturalistic methods\, her research aims to advance theories of biliteracy development and to inform educational practice. Dr. Kuo has been publishing her research in high impact journals and her work has been widely cited in the fields of educational psychology and applied linguistics (Google Scholar Citation: 1.780; h-index: 14; i10-index: 16).
URL:https://www.sinologie-goettingen.de/en/events/li-jen-kuo-texas-am-university-usa-acquisition-of-chinese-characters-by-second-language-learners-the-effects-of-character-properties-and-individual-differences/
LOCATION:Verfügungsgebäude\, VG 3.106\, Platz der Göttinger Sieben 7\, Göttingen\, 37073
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DTSTART;TZID=Europe/Helsinki:20190424T180000
DTEND;TZID=Europe/Helsinki:20190424T200000
DTSTAMP:20260426T173247
CREATED:20190410T094218Z
LAST-MODIFIED:20190412T090318Z
UID:31209-1556128800-1556136000@www.sinologie-goettingen.de
SUMMARY:Prof. David Armitage (Harvard University): „In Defense of Presentism"
DESCRIPTION:Abstract:\nHistorians know one thing about presentism: they are against it. Yet what exactly presentism is\, they cannot agree. Is it a focus on modern history or a novel way of thinking confined to the present at the expense of both past and future? Does it mean speaking only to the concerns of the present or recognising that “all history is contemporary history”? This confusion is a symptom of a deeper quandary: the very purpose of history writing itself. With the help of scholarship on presentism in other disciplines—philosophy\, psychology\, history of science—this lecture disentangles the various meanings of presentism\, presents their ethical implications\, and offers a tempered defence of presentism in history as a key to human flourishing. \n\nShort Bio:\nDAVID ARMITAGE is the Lloyd C. Blankfein Professor of History at Harvard University\, where he teaches intellectual history and international history. He is also an Honorary Professor of History at the University of Sydney and at Queen’s University Belfast and an Honorary Fellow of St Catharine’s College\, Cambridge; he is currently a fellow at the Wissenschaftskolleg zu Berlin. He is the author or editor of seventeen books\, among them The Ideological Origins of the British Empire (2000)\, The Declaration of Independence: A Global History (2007)\, Foundations of Modern International Thought (2013)\, The History Manifesto (co-auth\, 2014) and Civil Wars: A History in Ideas (2017). He is currently working on an edition of John Locke’s colonial writings and a global history of treaty-making over the longue durée.
URL:https://www.sinologie-goettingen.de/en/events/prof-david-armitage-harvard-university-in-defense-of-presentism/
LOCATION:Tagungs- und Veranstaltungshaus Alte Mensa\, Raum “Taberna”\, Wilhelmsplatz 3\, Göttingen\, 37073
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