能vs会


 * from** [[file:HandOut2CurrculumModuleChi]]

from YangJun

Chinese grammarians and textbook authors have long made the observation that both auxiliary verbs 能 and 会 have the meaning of "can, be able to", though they each can have other meanings under other circumstances (Li 1981, Liu 2001, Wu 2006). This unit focuses on one specific characteristic of 能 and 会； namely, 能 and 会 can be distinguished based on whether the ability being described refers to "ability acquired from learning" or "ability not acquired from learning". (Liu 2001, p.184). Give this information to your students and ask them to do **TASKS 1** and **2** below in small groups of three or four.
 * UNIT ONE: Teaching the Auxiliary Verbs of Néng** **能 ** **and Huì** **会 ****.**
 * TASK 1**: For each dialogue between Speaker A and Speaker B below, indicate if 能 and 会 denote "acquired ability" or "non-acquired ability" by selecting one of two choices with a √.

B: 不会. 他没有学过开车. He can't. He hasn't learned how to. ||  ||   || B: 不累. 我还能再走一个钟头. No. I can walk for another hour. ||  ||   || B: 会说一点. 说得不好. I can speak a little. Not very well. ||  ||   || B: 能啊. 开车小心点就行了. Of course I can. Just drive carefully. ||  ||   || B: 会. 他游得还不错. Yes, he can. He can swim pretty well. ||  ||   || B: 好极了. 一顿能吃三碗饭. Excellent. He can eat three bowls of rice each meal. ||  ||   ||
 * **Dialogues** || **Acquired ability** || **Non-acquired ability** ||
 * <span style="font-family: 宋体; font-size: 10pt;">1 || A: <span style="font-family: 宋体; font-size: 11pt;">他会开车吗？ Can he drive?
 * <span style="font-family: 宋体; font-size: 10pt;">2 || A: <span style="font-family: 宋体; font-size: 11pt;">累了吧？要不要休息一下？ Tired? Want to take a break?
 * <span style="font-family: 宋体; font-size: 10pt;">3 || A: <span style="font-family: 宋体; font-size: 11pt;">你会说英文吗？ Can you speak English?
 * <span style="font-family: 宋体; font-size: 10pt;">4 || A: <span style="font-family: 宋体; font-size: 11pt;">雪这么大，不能去上课了吧？ The snow is heavy. You can't go to class, right?
 * 5 || A: <span style="font-family: 宋体; font-size: 11pt;">他会游泳吗？ Can he swim?
 * 6 || A: <span style="font-family: 宋体; font-size: 11pt;">他的饭量怎么样？ How is his appetite?


 * TASK 2**: Based on the findings above, determine if the following statements are correct or incorrect. For each statement below, select one of two choices by checking one box with a √.
 * **Statements** || **Correct** || **Incorrect** ||
 * 1. <span style="font-family: 宋体; font-size: 11pt;">能 is used to describe ability acquired from learning. ||  ||   ||
 * 2. <span style="font-family: 宋体; font-size: 11pt;">能 is used to describe ability not acquired from learning. ||  ||   ||
 * 3. <span style="font-family: 宋体; font-size: 11pt;">会 is used to describe ability acquired from learning. ||  ||   ||
 * 4. <span style="font-family: 宋体; font-size: 11pt;">会 is used to describe ability not acquired from learning. ||  ||   ||
 * 5. <span style="font-family: 宋体; font-size: 11pt;">能 means "to know how to" ||  ||   ||
 * 4. <span style="font-family: 宋体; font-size: 11pt;">会 means "to know how to" ||  ||   ||

After the students have completed **TASKS 1** and **2**, have each group report its findings. Ask each group to justify its conclusions. The correct answers should be: · <span style="font-family: 宋体;">会 is used to describe ability acquired from learning. In Dialogues 1, 3 and 5, <span style="font-family: 宋体;">会 is used because one must learn to drive, speak English, and swim in order to acquire the ability to do so respectively. · <span style="font-family: 宋体;">能 is used to describe ability not acquired from learning. In Dialogues 2, 4 and 6, <span style="font-family: 宋体;">能 is used because the ability to walk for another hour, go to school in a snow storm, and eat three bowls of rice does not require learning.

The validity of this initial observation and conclusion about the communicative functions of <span style="font-family: 宋体;">能 and <span style="font-family: 宋体;">会 can be further tested by critically examining another dialogue below. Have the students work on **TASK 3** below.


 * TASK 3:** Now examine the dialogue below and check (√**)** each of the statements below the dialogue as either true or false.

A: <span style="font-family: 宋体; font-size: 11pt;">在上海开车的人很多. There are many people driving in Shanghai. B: <span style="font-family: 宋体; font-size: 11pt;">是啊. 只要有執照就能開車. That's right. As long as you have a license, you can drive. A: <span style="font-family: 宋体; font-size: 11pt;">可是能開車的人不一定會開車. But those who can drive don't necessarily know how to drive. B: <span style="font-family: 宋体; font-size: 11pt;">所以交通事故经常发生. Therefore, there are often traffic accidents.
 * **Statements** || **True** || **False** ||
 * 1. Either <span style="font-family: 宋体; font-size: 11pt;">能 or <span style="font-family: 宋体; font-size: 11pt;">會 can be used—without causing any meaning change—in <span style="font-family: 宋体; font-size: 11pt;">“ //B:// //<span style="font-family: 宋体; font-size: 11pt;">是啊. ////<span style="font-family: 宋体; font-size: 11pt;">只要有執照就 // //<span style="font-family: 宋体; font-size: 11pt;">開車 //<span style="font-family: 宋体; font-size: 11pt;">. That's right. As long as you have a license, you can drive.<span style="font-family: 宋体; font-size: 11pt;">”, or in<span style="font-family: 宋体; font-size: 11pt;">“ A: <span style="font-family: 宋体; font-size: 11pt;">可是 開車的人不一定 開車. But those who can drive don't necessarily know how to drive.<span style="font-family: 宋体; font-size: 11pt;">” ||  ||   ||
 * 2. <span style="font-family: 宋体; font-size: 11pt;">能 has a more general meaning of "can" while <span style="font-family: 宋体; font-size: 11pt;">會 has a more specific meaning of "know how to". ||  ||   ||
 * 3. When <span style="font-family: 宋体; font-size: 11pt;">能 is used to mean "can", there is generally a reason given for the speaker's ability — or lack of ability — to do something. ||  ||   ||
 * 4. <span style="font-family: 宋体;">能 and <span style="font-family: 宋体;">会 cannot be used interchangeably in the dialogue above without causing any meaning change. ||  ||   ||

After the students have completed **TASK 3**, have each group report its findings. Ask each group to justify its conclusions. The correct conclusions should be: · <span style="font-family: 宋体;">會 has a specific meaning of "know how to", as in "know how to drive". · <span style="font-family: 宋体;">能 has a more general meaning of "can". In general, when <span style="font-family: 宋体;">能 is used, a reason is given to explain the speaker's ability—or lack of ability—to do something. For instance, it is pointed out in the dialogue above that one can drive because one has a license to drive. Whether or not one knows how to drive well is a different matter. · For the reasons mentioned above, <span style="font-family: 宋体;">能 and <span style="font-family: 宋体;">會 cannot be used interchangeably in this dialogue without causing any meaning change.

1. Do English speakers generally use different words comparable to <span style="font-family: 宋体;">能 and <span style="font-family: 宋体;">會 to describe different kinds of "ability"? Have the students examine the English translations of the dialogues in **TASK 1**. 2. Under what circumstances do speakers of English use __can__ and __know how to__ to specify different kinds of "ability"? Have the students examine the English translation of the dialogue in **TASK 3**. After the students have completed **TASK 4**, have each group report its findings. Ask each group to justify its conclusions. The correct conclusions should be: · The English word __can__ is generally used to convey the meaning of "can" and "know how to". · In conveying the meaning of "know how to", Chinese uses the word <span style="font-family: 宋体; font-size: 11pt;">會. In conveying the general meaning of "can", Chinese uses <span style="font-family: 宋体; font-size: 11pt;">能. · An English speaker learning Chinese must remember to always differentiate the general meaning of "can" and the specific meaning of "know how to" by using <span style="font-family: 宋体; font-size: 11pt;">能 and <span style="font-family: 宋体; font-size: 11pt;">會 respectively. · An English speaker learning Chinese must remember NOT to use <span style="font-family: 宋体; font-size: 11pt;">能 in all instances to describe ability.
 * TASK 4:** Now, ask the students to compare <span style="font-family: 宋体;">能 and <span style="font-family: 宋体;">會 with the English word __can__. First, ask the students to discuss the similarities and differences between <span style="font-family: 宋体;">會 /<span style="font-family: 宋体;">能 and __can__ by answering the following questions:

To assess students' ability to comprehend and interpret the meaning and functions of <span style="font-family: 宋体; font-size: 11pt;">能 and <span style="font-family: 宋体; font-size: 11pt;">會 accurately as well as their ability to use <span style="font-family: 宋体; font-size: 11pt;">能 and <span style="font-family: 宋体; font-size: 11pt;">會 appropriately in interpersonal communication, I propose two types of assessment tasks. First, students will do an interpretive input activity—**TASK 5**. In this task, students will read a paragraph in which <span style="font-family: 宋体; font-size: 11pt;">能 or <span style="font-family: 宋体; font-size: 11pt;">會 will be needed to fill out the blanks in it. This paragraph represents "comprehensible input" (Krashen 1982)—language that contains structures slightly above the learners' current level of competence but can be understood through use of context, world knowledge and other linguistic and extra-linguistic cues. Such comprehensible input allows learners "to go for meaning first, and, as a result, acquire structure as well" (Hadley 1993, p.51). To assess students' ability to use <span style="font-family: 宋体; font-size: 11pt;">能 and <span style="font-family: 宋体; font-size: 11pt;">會 appropriately in interpersonal communication, ask the students to complete an output task—**TASK 6** below—which requires them to create a dialogue using <span style="font-family: 宋体; font-size: 11pt;">能 and <span style="font-family: 宋体; font-size: 11pt;">會 in the dialogues. Afterwards, ask the students to justify their answers.
 * ASSESSMENT: Input and Output Tasks**

<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">有人认为人人都 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">­­­­­ __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">学外语. 可是小王学了三年的法文，还是不 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">­­­­­ __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">说法文，也不 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">­­­­­ __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">用法文写文章. 可是小王 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">­­­­­ __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">很 努力，也 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;"> ­­­­­ __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">吃苦， 相信以后一定 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">­­­­­ __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">学好法文. The purpose of this task is to assess students' ability to distinguish <span style="font-family: 宋体;">能 and <span style="font-family: 宋体;">會 —based strictly on the rules they have learned so far; namely, <span style="font-family: 宋体;">能 denotes "general and non-acquired ability", and <span style="font-family: 宋体;">會 denotes "acquired ability". It is best to focus on assessing knowledge of this first rule at this time before delving into other factors affecting the use of <span style="font-family: 宋体;">能 and <span style="font-family: 宋体;">會， including the notion that either <span style="font-family: 宋体;">能 or <span style="font-family: 宋体;">會 may be used to fill out some of the blanks due to various contextual interpretatio<span style="font-family: 宋体;">n s. The key to this task is: <span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">有人认为人人都 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">­­­­­ 能 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">学外语. 可是小王学了三年的法文，还是不 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">­­­­­ 会 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">说法文， <span style="font-family: 宋体; font-size: 11pt; line-height: 150%;"> 也不 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">­­­­­ 会 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">用法文写文章. 可是小王 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">­­­­­ __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">很 __能__ 努力，也 __能__ __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">­­­­­ __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">吃苦， 相信以后 <span style="font-family: 宋体; font-size: 11pt; line-height: 150%;"> 一定 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">­­­­­ 会 __<span style="font-family: 宋体; font-size: 11pt; line-height: 150%;">学好法文. Below are some recommended Assessment Rubrics: 5=Excellent, 4=Very Good, 3=Good, 2=Weak, 1=Very Weak. Teachers can add more rubrics to this list. 1. Comprehension and interpretation of meaning of paragraph 2. Appropriate use of <span style="font-family: 宋体; font-size: 11pt;">能 and <span style="font-family: 宋体; font-size: 11pt;">會 <span style="font-family: 宋体;">3. Justification for use of <span style="font-family: 宋体;">能 and <span style="font-family: 宋体;">會 : use of contextual clues
 * TASK 5: INTERPRETIVE COMMUNICATION.** Fill out the blanks in the paragraph below with <span style="font-family: 宋体; font-size: 11pt;">能 or <span style="font-family: 宋体; font-size: 11pt;">會, following the rules of their usage.

Situation: Two friends discussing their summer plans.
 * TASK 6: INTERPRESONAL COMMUNICATION.** Ask the students to work in pairs to translate the dialogue below. Use__­__ <span style="font-family: 宋体;">能 and <span style="font-family: 宋体;">會 according to the rules of their usage.

A: A few of us have applied to a summer study abroad program in China. Can you go to China, too? B: Afraid not. I have to work this summer; so I cannot go. A: You should come with us. None of us can speak Chinese. But you can speak and write in Chinese. When we go out to play, you can help us.

B: Actually, I can only speak a little Chinese. I can't write in Chinese at all. A: Aside from working, what else do you plan to do this summer? B: I think I can find some time to take some swimming lessons. A: Being able to swim is fun! But I am too busy this summer, so I can't take lessons. A: But you are going to China! In China, you can go to many places and learn many new things. B: That's right. Last year, because I did not have the money, I could not go. This year I can go, so I must go. A: You must go. After this summer, you will be able to speak Chinese.

While allowing for some linguistic and stylistic variations, in terms of the substantive content of this dialogue pertaining particularly to the use of <span style="font-family: 宋体;">能 and <span style="font-family: 宋体;">會, the translation of this dialogue should be close to the one below: A: <span style="font-family: 宋体;">我们有几个人申请了一个暑期在中国学习的项目. 你也能去吗？ B: <span style="font-family: 宋体;">恐怕不行. 今年夏天我得工作，所以不能去. A: <span style="font-family: 宋体;">你应该跟我们一起去. 我们都不会说中文. 但是你会说、也会写中文. 我们出去玩儿的时候，你就能帮我们了. B: <span style="font-family: 宋体;">其实我只会说一点中文. 我完全不会写中文. A: <span style="font-family: 宋体;">除了工作以外，你今年夏天还打算做什么？ B: <span style="font-family: 宋体;">我想我能找出一些时间去上游泳课. A: <span style="font-family: 宋体;">会游泳真好玩儿. 我今年夏天太忙，所以不能上游泳课. A: <span style="font-family: 宋体;">可是你要去中国啊！在中国，你能去很多地方、学很多新的东西. B: <span style="font-family: 宋体;">是啊. 去年我没有钱，所以没去. 今年我能去，所以一定得去. A: <span style="font-family: 宋体;">你一定得去. 过了这个夏天，你就会说中文了.

Below are some recommended Assessment Rubrics: 5=Excellent, 4=Very Good, 3=Good, 2=Weak, 1=Very Weak. Teachers can add more rubrics to this list.

1. Comprehension of what each speaker says 2. Response addressing the prompts 3. Response comprised of connected sentences 4. Delivery of response: pace, pronunciation 5. Use of appropriate vocabulary and idiomatic expressions 6. Variety of grammatical structures