Anxiety,motivation,and strategy have long been seen as critical in second language acquisition.This study presents a systematic review of the literature on these variables in terms of their relationship with one anoth...Anxiety,motivation,and strategy have long been seen as critical in second language acquisition.This study presents a systematic review of the literature on these variables in terms of their relationship with one another,their effects on learning outcomes,and how they are affected by technology-assisted tools in the teaching of Chinese as a second language.This study includes 24 articles for the review study based on the criteria and process of the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol(PRISMA-P)and the clustering techniques of VOSviewer.It is found that 1)anxiety,motivation,and strategy were interrelated,that is,motivation was negatively associated with anxiety but positively related to strategy,while strategy could positively predict anxiety;2)anxiety could both positively and negatively affect learning outcomes,while motivation and strategy could both positively and insignificantly influence learning outcomes;3)the technology-assisted tools used in the classroom could both positively and negatively affect the levels of these variables and learning outcomes in the L2 Chinese context.The need to explore more complicated relationships between language-specific individual variables themselves and other possible factors that affect these variables,such as cultural ones,are also discussed for future research.展开更多
The aim of the present study is to explore how native Chinese trainee teachers reflect on their usages of oral corrective feedback in class and what their actual teaching practices are in Chinese as a second language(...The aim of the present study is to explore how native Chinese trainee teachers reflect on their usages of oral corrective feedback in class and what their actual teaching practices are in Chinese as a second language(CSL)classroom.To this end,a mixed-methods approach was adopted in this study,including the questionnaire to explore teachers’perceptions as well as classroom observation to understand teachers’pedagogical practices during class.Fifteen trainee teachers from the same teacher training program in a university in China were identified and recruited to help complete the current research.The present study indicates that in the CSL context,teachers play an essential role in the language classroom and serve as the main resource of classroom feedback.When comparing trainee teachers’stated beliefs to their teaching practices,some similarities could be identified between them,however,clear divergence was also noticeable in the present study.Compared to the previous studies on oral corrective feedback in ESL and EFL contexts,most of the findings in the current study could correspond to those outcomes.The implication emphasizes the importance of offering more support to trainee teachers to help them deal with the complex classroom context such as through teacher training programs.Further investigations on students’perceptions of oral corrective feedback in class would also contribute to the understanding of oral corrective feedback in the CSL context.展开更多
The advantage of Chinese-as-a-heritage-language(CHL)learners in acquiring Chinese has been widely recognized.However,it is still unclear whether the effect of CHL background on Chinese receptive vocabulary breadth var...The advantage of Chinese-as-a-heritage-language(CHL)learners in acquiring Chinese has been widely recognized.However,it is still unclear whether the effect of CHL background on Chinese receptive vocabulary breadth varies across different countries.To address this gap,the present study recruited 232 Chinese language learners(half were CHL learners)from Indonesia and Thailand and administered a Chinese vocabulary proficiency test.The results of regression analysis revealed an interaction effect between country and CHL background on vocabulary breadth,with the contribution of CHL background to vocabulary breadth more robust in the Indonesian group than that in the Thai group.Interviews were then conducted to explore the factors that might influence such an interaction effect.Analysis of the interview data found that the influencing factors could be categorized into four themes,including individual differences,family background,Chinese language education and socio-cultural factors.The overall results were discussed within the framework of ecological system theory,and pedagogical implications for CHL learners were proposed.展开更多
Motivation is a key factor that influences the outcome of second language(L2)learning.Chinese as a second language(CSL)learners,however,may experience demotivation in their Chinese learning process which will,more oft...Motivation is a key factor that influences the outcome of second language(L2)learning.Chinese as a second language(CSL)learners,however,may experience demotivation in their Chinese learning process which will,more often than not,reduce their learning interest and eventually affect their learning effect,therefore,it is necessary to enhance the learners’motivation level.This article first reviews the research literature in motivation in general,then discusses the CSL learners’demotivation in their Chinses learning process studying in China.Finally,it introduces motivational strategies to activate CSL learners’motivation in learning Chinese.展开更多
This article offers an overview of theoretical ideas and recent empirical research by referring to the interactive communication between teachers and learners in a second language classroom.Both the interaction of tea...This article offers an overview of theoretical ideas and recent empirical research by referring to the interactive communication between teachers and learners in a second language classroom.Both the interaction of teacher-centered classroom and learner-centered classroom are reviewed within the context of sociocultural theory.The paper attempts to indicate the better effect of language learning can be achieved by complementing one another in the classroom of teacher-centeredness and learner-centeredness.展开更多
This paper chiefly examines the attitudes of second language learners,specifically,Chinese postgraduate students studying in the UK,towards code-switching between English and Mandarin in group discussion in L2 classro...This paper chiefly examines the attitudes of second language learners,specifically,Chinese postgraduate students studying in the UK,towards code-switching between English and Mandarin in group discussion in L2 classroom.Questionnaire is implemented as the data collection method and yields some corresponding findings based on research questions.Meanwhile,recent research on code-switching in classroom is introduced briefly.Moreover,limitations and pedagogical implication of the original research mentioned above are elaborated,as well as the implied future research is presented in this area.展开更多
The areas affected by the L1 transfer to L2,such as phonotactics and stress,appear to have different degrees of erasability through training and practice.This paper attempts a theoretical analysis to account for empir...The areas affected by the L1 transfer to L2,such as phonotactics and stress,appear to have different degrees of erasability through training and practice.This paper attempts a theoretical analysis to account for empirical observations of L1 transfer in diphthong-coda coalescence and in sentence stress for Chinese learners of English in an American accent training course.Using the framework and tableau method of Optimality Theory(Prince and Smolensky 1993),the phonological paradigm that views languages’differences as symptomatic of differences in rankings of a set of universal violable constraints,this paper posits the underlying ranking at work in(a)the segmental case where[aŋ]is the observed output for/aʊn/;(b)the suprasegmental case where no stress contrast is observed for a pair of phonologically similar sentences with contrastive stress.It is argued that,in the segmental case,the coalescence of the second vowel of a diphthong with an alveolar nasal coda results from the high ranking of markedness constraints,including Complex Syllable;and in the suprasegmental case,sentence stress is greatly affected by changes in the ranking of the constraint culminativity.Aside from shedding light on the understudied issue of diphthong-coda coalescence,this research also contributes to the discussion of the comparative erasability of L1 transfer for the two areas and demonstrates how a deduction-based theoretical method may actually have practical implications for guiding the design of L2 teaching methodology of English pronunciation as well as for promoting native English speakers’clearer understanding of Chinese learners of English on the global stage.展开更多
In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture Un...In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture University （Taiwan）, and we designed a performance-evaluation questionnaire with the Delphi method. Three months after the training program was completed, the questionnaire was given to the 30 students of the class, and they were asked to answer questions regarding their use of e-learning in the actual practice. We also asked 5 teachers to conduct experimental e-learning for us to video-record and observe. This effort allows us to discuss the use of e-learning among CSL teachers in Taiwan, come up with a conclusion and suggestions, and use the findings as references for course-planning and policies or research regarding the digital learning of Chinese.展开更多
Feedback is the teacher's response and evaluation to the students'performance in class,and it is also an important part of classroom interaction.This article focuses on two aspects:the use of positive feedback...Feedback is the teacher's response and evaluation to the students'performance in class,and it is also an important part of classroom interaction.This article focuses on two aspects:the use of positive feedback and corrective feedback from teachers,aiming to explore the impact of teachers feedback behavior on teaching effect.展开更多
The quick spread of the epidemic since 2019 together with fast advancing of technology has exposed teachers to online education,including Teaching Chinese as a Second Language(TCSL)classrooms.Some Chinese as a Second ...The quick spread of the epidemic since 2019 together with fast advancing of technology has exposed teachers to online education,including Teaching Chinese as a Second Language(TCSL)classrooms.Some Chinese as a Second Language(CSL)teachers were reluctant to utilize technology tools in their teaching due to the lack of technological knowledge.Thus,this study designed a CSL curriculum with the lens of the TPACK framework(Technological Pedagogical Content Knowledge).Nearpod was specifically adopted as a web-based technology tool to support the teaching Chinese language due to its powerful functions provided.Nearpod allows teachers to design interactive activities in multiple ways to facilitate interactions and collaboration in the CSL learning process.This paper aimed to help Chinese teachers improve their understanding of how to effectively integrate technology into CSL teaching.Chinese teachers will develop a deeper comprehension of distance teaching from the perspectives of technology,pedagogy,and content knowledge,enhance students’deeper learning,and promote interaction and collaboration in L2 class.The effective use of the technology can develop language skills in a meaningful context knowledge with the guidance of pedagogical content knowledge.展开更多
Teaching Chinese as a foreign language is actually the teaching of Chinese as a second language by international Chinese teachers.People must learn vocabulary as a language element in the process of language acquisiti...Teaching Chinese as a foreign language is actually the teaching of Chinese as a second language by international Chinese teachers.People must learn vocabulary as a language element in the process of language acquisition.Without vocabulary,there is no language.When we master the vocabulary of a language,we rely on mental lexicon,which is vocabulary that has been stored in the brain for a long time.Through the study of second language mental lexicon,it can be used effectively,and corresponding teaching methods can be used in the vocabulary teaching of Chinese as a foreign language to help students learn Chinese quickly and effectively.展开更多
This article intends to demonstrate the principles for dictionary compilation.To summarize,general rules are to be followed.At the same time,this article probes into the differences of Chinese to Chinese dictionary,Ch...This article intends to demonstrate the principles for dictionary compilation.To summarize,general rules are to be followed.At the same time,this article probes into the differences of Chinese to Chinese dictionary,Chinese to foreign language dictionary,dictionaries for the preparation of certain exams,learner’s dictionaries for reviewing errors,dictionaries with multimedia and dictionaries built via the Internet..In all,one of the key factors for dictionary compilation is the professionalism of editors and writers.The training of the people involved is vital,which would contribute to setting up a better order of the market.Acknowledgements should also be given to achievements in dictionary compilation.Revisions and polishing are required to improve the dictionaries on the market that have already won the acclaim so as to put their influence to the best display.展开更多
In this paper, the author will mainly focus on analysis about the differences between characteristics of older learners and young learners in learning second/foreign language.
Learner belief is attracting growing attention since it is regarded as one element of individual difference which account for learners' different achievements in second language learning. This article gives a revi...Learner belief is attracting growing attention since it is regarded as one element of individual difference which account for learners' different achievements in second language learning. This article gives a review o studies of learner belief about second language learning concerning its properties, classifications, and majo approaches to investigation. Based on the review, the importance of the research in the field is emphasized.展开更多
Learners differ,so does their language acquisition.Studies show there are several personality factors affecting the process of language of learning.This paper attempts to indicate these factors to help learners have a...Learners differ,so does their language acquisition.Studies show there are several personality factors affecting the process of language of learning.This paper attempts to indicate these factors to help learners have a better understanding of their own learning.展开更多
In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By e...In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.展开更多
文摘Anxiety,motivation,and strategy have long been seen as critical in second language acquisition.This study presents a systematic review of the literature on these variables in terms of their relationship with one another,their effects on learning outcomes,and how they are affected by technology-assisted tools in the teaching of Chinese as a second language.This study includes 24 articles for the review study based on the criteria and process of the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol(PRISMA-P)and the clustering techniques of VOSviewer.It is found that 1)anxiety,motivation,and strategy were interrelated,that is,motivation was negatively associated with anxiety but positively related to strategy,while strategy could positively predict anxiety;2)anxiety could both positively and negatively affect learning outcomes,while motivation and strategy could both positively and insignificantly influence learning outcomes;3)the technology-assisted tools used in the classroom could both positively and negatively affect the levels of these variables and learning outcomes in the L2 Chinese context.The need to explore more complicated relationships between language-specific individual variables themselves and other possible factors that affect these variables,such as cultural ones,are also discussed for future research.
文摘The aim of the present study is to explore how native Chinese trainee teachers reflect on their usages of oral corrective feedback in class and what their actual teaching practices are in Chinese as a second language(CSL)classroom.To this end,a mixed-methods approach was adopted in this study,including the questionnaire to explore teachers’perceptions as well as classroom observation to understand teachers’pedagogical practices during class.Fifteen trainee teachers from the same teacher training program in a university in China were identified and recruited to help complete the current research.The present study indicates that in the CSL context,teachers play an essential role in the language classroom and serve as the main resource of classroom feedback.When comparing trainee teachers’stated beliefs to their teaching practices,some similarities could be identified between them,however,clear divergence was also noticeable in the present study.Compared to the previous studies on oral corrective feedback in ESL and EFL contexts,most of the findings in the current study could correspond to those outcomes.The implication emphasizes the importance of offering more support to trainee teachers to help them deal with the complex classroom context such as through teacher training programs.Further investigations on students’perceptions of oral corrective feedback in class would also contribute to the understanding of oral corrective feedback in the CSL context.
基金supported by National Social Science Fund of China(No.24BYY048)International Chinese Language Education Research Program(No.23YH17B)Fundamental Research Funds for the Central Universities(No.23JNLH10)。
文摘The advantage of Chinese-as-a-heritage-language(CHL)learners in acquiring Chinese has been widely recognized.However,it is still unclear whether the effect of CHL background on Chinese receptive vocabulary breadth varies across different countries.To address this gap,the present study recruited 232 Chinese language learners(half were CHL learners)from Indonesia and Thailand and administered a Chinese vocabulary proficiency test.The results of regression analysis revealed an interaction effect between country and CHL background on vocabulary breadth,with the contribution of CHL background to vocabulary breadth more robust in the Indonesian group than that in the Thai group.Interviews were then conducted to explore the factors that might influence such an interaction effect.Analysis of the interview data found that the influencing factors could be categorized into four themes,including individual differences,family background,Chinese language education and socio-cultural factors.The overall results were discussed within the framework of ecological system theory,and pedagogical implications for CHL learners were proposed.
基金This article is supported by the following projects:A Study on Individual Differences in Chinese Learning Needs and the Effect of Chinese Learning of International Students in Anhui Province(Grant No.SK2020A0034)A Study on the Effective Input and Output of Multimodal Synergy in College English Audio-video Classroom(Grant No.acjyyb2022078).
文摘Motivation is a key factor that influences the outcome of second language(L2)learning.Chinese as a second language(CSL)learners,however,may experience demotivation in their Chinese learning process which will,more often than not,reduce their learning interest and eventually affect their learning effect,therefore,it is necessary to enhance the learners’motivation level.This article first reviews the research literature in motivation in general,then discusses the CSL learners’demotivation in their Chinses learning process studying in China.Finally,it introduces motivational strategies to activate CSL learners’motivation in learning Chinese.
文摘This article offers an overview of theoretical ideas and recent empirical research by referring to the interactive communication between teachers and learners in a second language classroom.Both the interaction of teacher-centered classroom and learner-centered classroom are reviewed within the context of sociocultural theory.The paper attempts to indicate the better effect of language learning can be achieved by complementing one another in the classroom of teacher-centeredness and learner-centeredness.
文摘This paper chiefly examines the attitudes of second language learners,specifically,Chinese postgraduate students studying in the UK,towards code-switching between English and Mandarin in group discussion in L2 classroom.Questionnaire is implemented as the data collection method and yields some corresponding findings based on research questions.Meanwhile,recent research on code-switching in classroom is introduced briefly.Moreover,limitations and pedagogical implication of the original research mentioned above are elaborated,as well as the implied future research is presented in this area.
文摘The areas affected by the L1 transfer to L2,such as phonotactics and stress,appear to have different degrees of erasability through training and practice.This paper attempts a theoretical analysis to account for empirical observations of L1 transfer in diphthong-coda coalescence and in sentence stress for Chinese learners of English in an American accent training course.Using the framework and tableau method of Optimality Theory(Prince and Smolensky 1993),the phonological paradigm that views languages’differences as symptomatic of differences in rankings of a set of universal violable constraints,this paper posits the underlying ranking at work in(a)the segmental case where[aŋ]is the observed output for/aʊn/;(b)the suprasegmental case where no stress contrast is observed for a pair of phonologically similar sentences with contrastive stress.It is argued that,in the segmental case,the coalescence of the second vowel of a diphthong with an alveolar nasal coda results from the high ranking of markedness constraints,including Complex Syllable;and in the suprasegmental case,sentence stress is greatly affected by changes in the ranking of the constraint culminativity.Aside from shedding light on the understudied issue of diphthong-coda coalescence,this research also contributes to the discussion of the comparative erasability of L1 transfer for the two areas and demonstrates how a deduction-based theoretical method may actually have practical implications for guiding the design of L2 teaching methodology of English pronunciation as well as for promoting native English speakers’clearer understanding of Chinese learners of English on the global stage.
文摘In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture University （Taiwan）, and we designed a performance-evaluation questionnaire with the Delphi method. Three months after the training program was completed, the questionnaire was given to the 30 students of the class, and they were asked to answer questions regarding their use of e-learning in the actual practice. We also asked 5 teachers to conduct experimental e-learning for us to video-record and observe. This effort allows us to discuss the use of e-learning among CSL teachers in Taiwan, come up with a conclusion and suggestions, and use the findings as references for course-planning and policies or research regarding the digital learning of Chinese.
文摘Feedback is the teacher's response and evaluation to the students'performance in class,and it is also an important part of classroom interaction.This article focuses on two aspects:the use of positive feedback and corrective feedback from teachers,aiming to explore the impact of teachers feedback behavior on teaching effect.
文摘The quick spread of the epidemic since 2019 together with fast advancing of technology has exposed teachers to online education,including Teaching Chinese as a Second Language(TCSL)classrooms.Some Chinese as a Second Language(CSL)teachers were reluctant to utilize technology tools in their teaching due to the lack of technological knowledge.Thus,this study designed a CSL curriculum with the lens of the TPACK framework(Technological Pedagogical Content Knowledge).Nearpod was specifically adopted as a web-based technology tool to support the teaching Chinese language due to its powerful functions provided.Nearpod allows teachers to design interactive activities in multiple ways to facilitate interactions and collaboration in the CSL learning process.This paper aimed to help Chinese teachers improve their understanding of how to effectively integrate technology into CSL teaching.Chinese teachers will develop a deeper comprehension of distance teaching from the perspectives of technology,pedagogy,and content knowledge,enhance students’deeper learning,and promote interaction and collaboration in L2 class.The effective use of the technology can develop language skills in a meaningful context knowledge with the guidance of pedagogical content knowledge.
文摘Teaching Chinese as a foreign language is actually the teaching of Chinese as a second language by international Chinese teachers.People must learn vocabulary as a language element in the process of language acquisition.Without vocabulary,there is no language.When we master the vocabulary of a language,we rely on mental lexicon,which is vocabulary that has been stored in the brain for a long time.Through the study of second language mental lexicon,it can be used effectively,and corresponding teaching methods can be used in the vocabulary teaching of Chinese as a foreign language to help students learn Chinese quickly and effectively.
文摘This article intends to demonstrate the principles for dictionary compilation.To summarize,general rules are to be followed.At the same time,this article probes into the differences of Chinese to Chinese dictionary,Chinese to foreign language dictionary,dictionaries for the preparation of certain exams,learner’s dictionaries for reviewing errors,dictionaries with multimedia and dictionaries built via the Internet..In all,one of the key factors for dictionary compilation is the professionalism of editors and writers.The training of the people involved is vital,which would contribute to setting up a better order of the market.Acknowledgements should also be given to achievements in dictionary compilation.Revisions and polishing are required to improve the dictionaries on the market that have already won the acclaim so as to put their influence to the best display.
文摘In this paper, the author will mainly focus on analysis about the differences between characteristics of older learners and young learners in learning second/foreign language.
文摘Learner belief is attracting growing attention since it is regarded as one element of individual difference which account for learners' different achievements in second language learning. This article gives a review o studies of learner belief about second language learning concerning its properties, classifications, and majo approaches to investigation. Based on the review, the importance of the research in the field is emphasized.
文摘Learners differ,so does their language acquisition.Studies show there are several personality factors affecting the process of language of learning.This paper attempts to indicate these factors to help learners have a better understanding of their own learning.
文摘In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.
