One of these corrections is not like the other.

Tweet

In the interest of fully exploring iTalki, I have decided to take advantage of their "notebook entry" feature over the past few days. Notebook entry, like the name suggests, is a place where one can write a journal entry for friends and other iTalki members to see. The goal is that a native speaker of the target language will take the time to correct your article, thus improving your target language.

While this is a good idea, and great writing practice, it is clear after just two journal entries that the quality of corrections will very greatly between users, and that most native speakers have no training in teaching a second language what-so-ever. You end up with corrections that simply rely on the speakers 語感 (linguistic feeling) rather than provided you with reasons as to why is is a mistake, or why a word doesn't make sense in the context etc.

Take an example of two different corrections from my own journal entry on "the preparatory stages of research." One user's corrections (seen below) has taken my opening paragraph and made drastic changes, but has not provided any reason as to why the changes are being made. Are my sentences grammatically incorrect, or do they just think that their way "sounds" better... I simply don't know.

本文提出一個很重要的句子观点，那就是「某種研究要從很好的問題開始在进行某项研究之前要提出一个很好的问题」。由此一來，我們可以發現「問題」這個詞的重要性。但我們怎麼從問題起來出发到研究呢？這其實可并不簡單，不過這篇文章的目的就是如何幫助學習者實施一個很值得的研究帮助学者如何来开展一项有意义的研究。 

On the other hand, I got another correction from a user who actually took the time to provide me with the necessary information I would need to actually learn from this writing exercise (see below). I am given options between words, and clarification between what is wrong, and what simply sounds clearer. Also, after the corrections, the user actually took the time to explain why the corrections were made. In this case, my usage of words like "很" or "可" take away from an academic voice that I am aiming for in the paper, which the user explains. Unlike the corrections above, which is ambiguous at best, I can use this information when working on future writing assignments.

In sum, we should be wary of the corrections made on these types of sites, and careful in choosing what kind of feedback we actually want to follow. Also, a quick tip to using sites like iTalki. If you find a correction you like, be sure to express your thanks by providing the same types of feedback to that users writing. That is, of course, if you want them to correct something for you again!

The preparatory stages of research (研究之前的步驟）
本文提出一個很重要的句子，那就是「(某種)研究要從(很)好的問題開始」。由此一來，我們可以發現「問題」這個詞的重要性。但我們怎麼從問題起來(開始)到研究呢？這其實(可)不簡單，不過這篇文章的目的就是要探討or討論如何幫助學習者實施一個(很)值得的研究。
假使要作研究，我們應該從普遍的問題(1)問起(2)開始，不過哪一個問題呢？在這方面，我們其實有各種選擇，譬如：自己本身的經驗或興趣、其他發表過的研究等、第二語言習得之外的資料等等。這些出處（還是要說源頭）(來源) (出處、源頭都可以，可是我覺得來源最好)不但可以啓發研究的內容、並且可以幫助我們使用不同的角度觀察一些第二語言習得(學習第二語言)(第二語言習得ok, 可是我覺得"學習第二語言"更好)的現象。
拿到(有了)(準備好)問題之後，我們還是得找尋問題的焦點，也要想好這個問題有哪些可以研究的因素或重點。當時(?當然)，我們也必須考慮到這個問題與研究的可能性，若我們無法做得到或可能性太低的話，那也能會表示未來會有很大的困難。
接下來，我們也必須決定這個研究的目的或用途。這個研究要答疑或發現某種事情，還是要試驗以前提出的假設？這兩個不同的方向會影響到未來的計劃。決定好了而考慮到這三個步驟之後，才能真正的開始制定本人(?)(不太了解，文意是甚麼?)的研究安排或研究的假設。
由此可見，作研究之前一定要花相當多時間一直思想。另外，重點是要從最基本的因素開始，比如興趣或經驗，循序逐漸地來到研究的安排或研究的假設。如果不按照循序的話，會很容易地碰到麻煩，尤其是經驗較少的研究人員。

Excellent work.
我嘗試著用我覺得通順的方式修改一些細節，大體上是沒有錯的，只是我覺得這樣會稍微通順一些。
我覺得中文裡比較少使用到比較級的用詞，例如(很)好，(可)不簡單，(很)值得研究，除非真的非常強調。因為我想這樣專業、論文型的文章，語氣通常比較和緩，比較論事就事，教少用強調性語詞，所以我把他們刪掉了。當然只是我的想法，原文並沒有不對。

希望這對你有幫助，如果有任何疑問，歡迎寫訊息問我 : ) 

iTalki classrom session: first impressions

Tweet In the desperate attempt to fix my Chinese writing problem as quickly (and cheaply) as possible I hopped on iTalki last night and sent out a couple messages to some certified teachers who had positive largely positive reviews and 30 minute demo sessions. It's one day later and I just finished a 30 minute trial session with one of the teachers.

So, how did things go?

Apart from the teacher commenting on my "Taiwanese" sounding Mandarin, there was zero correction of my spoken Chinese, instead all of our energy was focused on working over a one page article I was working on for class. Unlike Lang-8 or other similar journal sites, the wonderful thing about a chatting live with a teacher was my ability to direct the conversation just the way I wanted it-- all writing, all the time (AWATT?!?)

Right now, I'm not looking toward sounding "more Chinese," or "more academic,"but rather working on addressing areas that are simply unclear, or grammatically unsound. Since the particular article I'm working contains a lot of translation from English academic writing I knew there would be issues, particularly in the areas of research methodology and research design. It took a few minutes to find a rhythm that work, but after a half-hour we sussed out many of problem areas.

It is too soon to say where my issues lie, especially since this type of writing is more focusing on my ability to translate into Chinese, rather than use my own words to convey meaning, but I did notice that I have a tendency to overuse the standard measure word 個 when there are more clear alternatives, and I could stand to focus on short clear sentences, not those long elegant ones I love reading. I'll be sure to keep an eye on the measure words in the future, especially when I'm reading other peoples work.

As for those super-badass long (almost run-on) style sentences I love, they're just going to have to wait. Overall it was a good session, and I look forward to continuing on for a full hour next week. Stay tuned for more updates as the sessions continue.

My serious problem with academic Chinese writing

Tweet Well it finally happend. My teacher called me out in class and told me that I need to work on seriously improving my academic Chinese writing ability. She then proceeded to pick apart sentence after sentence of mistakes and translation errors with a look of disgust (okay the last part only happens in my dreams). I've always guessed this was the case, but now I actually know it, and my classmates do too.

Before entering graduate school I had never actually written a research paper in Chinese. I'd never taken a Chinese literature class. Heck, I've only taken three years of formal Chinese language classes in my life; most of which took place in the US, and was not focused on formal writing at all. I have no problem speaking Chinese, cause that is where the focus was, and has always been.

The sad reality is that most of my graduate studies focus on massive input, not output. The average lecture is three hours long, and (we) as students are lucky if the teacher can put a name to a face by the end of the semester. In my first year in the program I wrote roughly 20 papers, some of which were 10 pages or more, but the majority were 2-3 pages of very colloquial writing.

Aside from the grades posted at the end of the semester, the amount of feedback I received by the end of one year was zilch. No corrections, no comments, not a single "hey 高健 you write like a foreigner! Knock it off!" But now I'm expected to change... and fast, because I have a 100 pape research paper due in just 28 months, and I'll be damned if I let my thesis board call out the way I write.

This isn't me playing the blame game, it is simply the harsh reality of where my Mandarin is, and why it got there.

So, how the heck am I going to fix this?

• I've signed up for a private tutor on iTalki, with the sole purpose of fixing my academic writing. We start class tomorrow, and I have to email them a paper in a little under two hours.
• I'll be using Lang-8 to focus more on the translation of English academic articles into Chinese (something I'm going to have to get very good at in the next 24 months). Nothing too long, just key phrases or ideas that I'll need to talk about in my own thesis.
• I'm going to read more academic journals (in Chinese), about the topics I need to know (got about 30 that I've been putting off cause I never seem to have time).
• I'm going to write more, and with more focus (more on that later).

I don't know if it will be enough, but it's a start. Cause right now the only thing I wanna to hear my teacher say is "wow, your academic writing is really getting better!"

For now or Forever?

Tweet Before your next 聽寫 ask yourself, do I want to learn these characters for now or forever?

If you just want to get a good grade on the next day's quiz than by all means copying characters over and over again. It doesn't take much time and you'll probably get an A. 

However, if you want to learn them forever this isn't going to work.  Instead: deconstruct characters, make up mnemonics, don't overload on information, and review old material often. It takes A LOT more time, but you'll remember things for much longer.

Researchers know it. Teachers (generally) ignore it. And students get to make the choice. So, what will it be? 

For now or forever?

Art and idioms

Tweet Reading "Breakfast of Champions" by Kurt Vonnegut has inspired a desire to take a bit more time out of life for simply doodling things down. That book, coupled with the works of the Horse Dragon Fish blog, better known as Chinese Superman (中文超人), and the awesome, smart, witty comics of M and MX, is why my new "art and idioms" posts exist today.

The post that started it all: 字如其人

Armed with an iPad, a stylus, and the app Paper I've been trying to spend a few minutes mixing "art" with Chinese idioms; breaking with the traditional mold of tweeting a single Chinese word, or even a new word coupled with a short sample sentence. While those things have their place in second language acquisition, I often find the posts stale and easy to ignore (what is the first thing you really notice about advertisements?).

開卷有益: While I've never actually read 《三字經》I'm certain it would be profitable to do so!

Subconsciously I've been aware for some time of what @kidsdada kindly shared with me yesterday regarding "Strategies for Second Language Learners"--namely what what found under the sub-heading "Alternative Assessments." And I quote:

Developing content knowledge while learning a second language requires accurate and ongoing assessment. While students should become proficient readers and writers in the mainstream language, they should not be limited to these methods when showing what they have learned. Models, dramatic performances, drawings, and similar activities allow second language learners to demonstrate the content they have learned in ways that address their strengths. (bolded for emphasis)

 A "typical" class project for me goes beyond an oral report, or mind-numbing lecture. I want my kids to "show" me what they've learned in their own way, using their own individual strengths. As a final project at a Chinese heritage weekend school, my students scripted, directed, and acted out their own theatrical rendition of the idiom 對牛彈琴. After the traditional story was told they had fun with a modern day example of how the idiom could be used. Through the process my students learned so much more than just how to use the language; they worked together as a group, got creative, and put on a performance worthy of... well let's just say it was entertaining for all parties involved.

畫蛇添足: Can't believe I wrote the 足 wrong initially! 

For me, these images aren't really an appeal to my strengths, but rather an appeal to breaking from the norm. While Chris over at Horse Dragon Fish, and M and MX have some serious talent when it comes to creating art, I wasn't going to let a lack of talent stop me from participating. Heck, isn't that was Draw Something is all about? Sure people like to marvel at the really good drawings that show up online, but not being able to draw a photo-realistic image of Darth Vader certainly isn't going to keep people from having fun.

光陰似箭: Is it "time files like an arrow" or "time flies 'on' an arrow," I always forget.

And that is what these new images are all about for me-- simply having fun. The images sprinkled all over this post are my first week of "Art and idioms." I don't know if they will remain daily once the semester starts, but I sure hope so. Even more, I hope they both entertain and inspire you to find new fun ways to use your Chinese. As always, thanks for reading!

井底之蛙: I won't let my inability to draw frogs (or good a good panda) stop me!