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
This study investigates the application and effectiveness of Task-Based Language Teaching(TBLT)in Chinese as a Second Language(CSL)education.The study explores whether task-based learning,which prioritizes real-life c...This study investigates the application and effectiveness of Task-Based Language Teaching(TBLT)in Chinese as a Second Language(CSL)education.The study explores whether task-based learning,which prioritizes real-life communication and contextual language use,can enhance students'language proficiency in speaking,listening,reading,and writing.A total of 40 non-native Chinese speakers,ranging from beginner to intermediate proficiency levels,participated in a 12-week study,divided into an experimental group using TBLT and a control group using traditional grammar-based instruction.The study employed a combination of pre-and post-tests,classroom observations,and participant surveys to collect data.Results showed significant improvements in the experimental group,particularly in speaking and listening skills,with a 25%increase in overall language proficiency,compared to only a 10%improvement in the control group.Additionally,cultural tasks integrated into TBLT lessons helped students gain deeper insights into Chinese culture,enhancing their cultural competence alongside their linguistic abilities.The findings suggest that TBLT is an effective pedagogical approach for improving CSL learners'language skills and fostering a greater understanding of Chinese culture,although challenges remain in terms of task design and teacher training.展开更多
This study explores the interaction mechanism between language training and cultural transmission in Chinese second language teaching in the context of globalization.This paper analyzes the phenomenon of classroom cul...This study explores the interaction mechanism between language training and cultural transmission in Chinese second language teaching in the context of globalization.This paper analyzes the phenomenon of classroom cultural conflicts from an intercultural perspective,and proposes the teaching strategy to equip the teaching of language knowledge and the cultivation of cultural cognition.Based on the quantitative data of more than 300 learners and the qualitative materials of classroom observation and teacher interviews,the study revealed a significant positive correlation between cultural aptitude and language achievement(r=0.48).Classes with a culturally responsive approach saw a 27%increase in student engagement and a 34%decrease in cultural misreading.For example,after integrating calligraphy experience into Chinese character teaching,students'font memory accuracy increased by 19%.The research results provide an empirical basis for Chinese international educational institutions,and suggest adding intercultural teaching design modules into teacher training and developing a three-dimensional curriculum system including cultural scenario simulation.展开更多
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
This paper selects the widely used New Practical Chinese Readers,a comprehensive teaching material for Chinese as a foreign language,analyzing its content selection,presentation format,and organizational characteristi...This paper selects the widely used New Practical Chinese Readers,a comprehensive teaching material for Chinese as a foreign language,analyzing its content selection,presentation format,and organizational characteristics.By reviewing the inclusion of Chinese opera cultural elements in this material,the study identifies existing issues and provides recommendations for improvement.Introducing opera culture into Chinese language teaching materials can align with global cultural exchanges,helping more people learn about traditional Chinese culture and enhancing China’s international influence.展开更多
Based on the definition and classification of modern Chinese cultural words,this paper expounds the necessity of paying attention to the teaching of cultural words in teaching Chinese as a foreign language.Then,the te...Based on the definition and classification of modern Chinese cultural words,this paper expounds the necessity of paying attention to the teaching of cultural words in teaching Chinese as a foreign language.Then,the teaching strategies of cultural words are discussed from four aspects:vocabulary teaching,classification teaching,association teaching,and online teaching,in order to provide a reference for the actual teaching of teachers of Chinese as a foreign language.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
Teaching and learning a language are influenced by an imagined community involving interaction among members in possible worlds.From an empirical standpoint,relatively little is known about how Chinese language lectur...Teaching and learning a language are influenced by an imagined community involving interaction among members in possible worlds.From an empirical standpoint,relatively little is known about how Chinese language lecturers see their possible memberships to the communities wherein students from different countries participate,or how this perception affects their teaching practice and innovative pedagogies.In order to address this gap,this study explores the teaching lives of four lecturers who teach Chinese as a second language(CSL)to foreign students in China.Drawing upon a three-year longitudinal study of interview data triangulated with journal entries and classroom observation,the findings reveal that lecturers’imagined identities may transform into practical identities due to the idea of treating foreign students as legitimate foreigners but illegitimate Chinese language users,and the intensified pressures and insecurities of being a part-time lecturer.However,the combined efforts of lecturers’perseverance,knowledge and competence,institutional support,available educational resources,and positive evolution of identity may prevent lecturers’imagined communities from collapsing,and possibly facilitate a shift in identification from“struggling teacher”to“determined teacher.”Relevant implications for teaching Chinese and teacher education are discussed.展开更多
This study explores the potential application of ChatGPT in designing customized instructional plans for Chinese as a Second Language(CSL)teaching,focusing on non-Chinese-speaking(NCS)students in Hong Kong.Through two...This study explores the potential application of ChatGPT in designing customized instructional plans for Chinese as a Second Language(CSL)teaching,focusing on non-Chinese-speaking(NCS)students in Hong Kong.Through two rounds of comparative experiments,the study evaluates the effectiveness of AI-generated instructional designs against expert-designed versions.Results reveal that while initial ChatGPT designs initially have limitations,advanced versions demonstrate significant potential in supporting teachers with task-based language teaching(TBLT).These designs provide practical,culturally relevant tasks tailored to diverse learners,enhancing instructional efficiency and learner engagement.Furthermore,ChatGPT’s accessibility offers opportunities to reduce educational disparities by supporting teachers in resource-limited contexts,thereby addressing inequities in instructional quality.The study concludes that,while AI cannot replace teachers,ChatGPT can serve as a valuable supplementary tool,complementing human expertise in culturally and linguistically complex L2 teaching.It underscores the importance of ethical considerations and the critical role of teachers in integrating AI technology effectively to maximize its benefits in education.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
This research venture investigates the trends and motives behind the English learning as a second language. The author has used the Chinese binoculars to probe into the phenomenon of English learning and teaching. Eng...This research venture investigates the trends and motives behind the English learning as a second language. The author has used the Chinese binoculars to probe into the phenomenon of English learning and teaching. English language has become an international tool of communication and business. Professional and students at China's Mainland have been learning English since long but this trend has been increased in the recent years due to the wave of globalization and also owing to the enormous emerging economy of China. Internationalization of education and the quest of knowing the culture and civilizations have spurred the need for English learning. The authors have performed a questionnaire based research with the sample of 130 university students learning Chinese at different English learning institutes at Xi＇an, Shanxi, China. The analysis of the findings in this research highlights the reasons behind the growing trends of English learning and also describes the teaching methodology for effective language teaching in the Chinese perspective.展开更多
In recent years,traditional Chinese culture has been continuously revived,integrated into the times and entered people’s daily lives.Chinese-style songs,as a combination of traditional cultural connotations and emerg...In recent years,traditional Chinese culture has been continuously revived,integrated into the times and entered people’s daily lives.Chinese-style songs,as a combination of traditional cultural connotations and emerging song forms,have gradually emerged on the music stage in China and even around the world.In the field of teaching Chinese as a second language,the research on teaching Chinese songs has received increasing attention.This article combines the theory of the association between music and language to summarize the research results of Chinese-style songs and their application in the field of teaching Chinese as a second language in the past 30 years.The current research problems are discussed,and suggestions are proposed in order to provide some reference value for teaching Chinese as a second language.展开更多
Based on discussion of the second language acquisition theories,the thesis aims at improving foreign language teaching,and states the implications on our teaching ideas,and what we teachers should do in our EFL practice.
Artificial intelligence(AI)is advancing swiftly and integrating into various societal domains,including international Chinese language teaching.While AI provides diverse advantages,it also presents inherent risks,akin...Artificial intelligence(AI)is advancing swiftly and integrating into various societal domains,including international Chinese language teaching.While AI provides diverse advantages,it also presents inherent risks,akin to a“double-edged sword”.This paper delves into the challenges and opportunities associated with AI and suggests a strategy to transform AI from a potential adversary to an ally:not avoidance,but mastery.Mastery entails crafting targeted prompts suitable for distinct contexts to attain desired AI-driven outcomes.Ultimately,by presenting case studies across various proficiency levels in Chinese language instruction that utilize AI tools,this paper aims to stimulate constructive dialogue within the academic community of Chinese language teaching.展开更多
As an important method of practical teaching,case-based teaching has become increasingly prominent in international Chinese language education.However,the development of case-based teaching for Chinese characters rema...As an important method of practical teaching,case-based teaching has become increasingly prominent in international Chinese language education.However,the development of case-based teaching for Chinese characters remains insufficient,with limited research outcomes,making it difficult to effectively support the teaching and research of Chinese character instruction.The establishment of a case library for international Chinese character teaching can provide a wealth of teaching cases,meeting the developmental needs of international Chinese language education in the new era.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
Krashen has developed the Input Hypothesis, which has deep influence on teaching method of second language. This thesis focuses on the Krashen's Input Hypothesis, which includes the following five hypotheses: the ...Krashen has developed the Input Hypothesis, which has deep influence on teaching method of second language. This thesis focuses on the Krashen's Input Hypothesis, which includes the following five hypotheses: the acquisition- learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis and the effective filter hypothesis. The thesis tries to explore the pedagogical implications of Krashen's Input Hypothesis on second language teaching in the aspects of the input quantity and input quality. The thesis tries to explore the most effective methods of second language teaching, in the hope that it will help to improve the efficiency of second language teaching.展开更多
L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and no...L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.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
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This study investigates the application and effectiveness of Task-Based Language Teaching(TBLT)in Chinese as a Second Language(CSL)education.The study explores whether task-based learning,which prioritizes real-life communication and contextual language use,can enhance students'language proficiency in speaking,listening,reading,and writing.A total of 40 non-native Chinese speakers,ranging from beginner to intermediate proficiency levels,participated in a 12-week study,divided into an experimental group using TBLT and a control group using traditional grammar-based instruction.The study employed a combination of pre-and post-tests,classroom observations,and participant surveys to collect data.Results showed significant improvements in the experimental group,particularly in speaking and listening skills,with a 25%increase in overall language proficiency,compared to only a 10%improvement in the control group.Additionally,cultural tasks integrated into TBLT lessons helped students gain deeper insights into Chinese culture,enhancing their cultural competence alongside their linguistic abilities.The findings suggest that TBLT is an effective pedagogical approach for improving CSL learners'language skills and fostering a greater understanding of Chinese culture,although challenges remain in terms of task design and teacher training.
文摘This study explores the interaction mechanism between language training and cultural transmission in Chinese second language teaching in the context of globalization.This paper analyzes the phenomenon of classroom cultural conflicts from an intercultural perspective,and proposes the teaching strategy to equip the teaching of language knowledge and the cultivation of cultural cognition.Based on the quantitative data of more than 300 learners and the qualitative materials of classroom observation and teacher interviews,the study revealed a significant positive correlation between cultural aptitude and language achievement(r=0.48).Classes with a culturally responsive approach saw a 27%increase in student engagement and a 34%decrease in cultural misreading.For example,after integrating calligraphy experience into Chinese character teaching,students'font memory accuracy increased by 19%.The research results provide an empirical basis for Chinese international educational institutions,and suggest adding intercultural teaching design modules into teacher training and developing a three-dimensional curriculum system including cultural scenario simulation.
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.
基金Zhejiang Federation of Humanities and Social Sciences Circles“Investigating the Effect of ChatGPT on L2 Education”(24NDQN206YBM)。
文摘This paper selects the widely used New Practical Chinese Readers,a comprehensive teaching material for Chinese as a foreign language,analyzing its content selection,presentation format,and organizational characteristics.By reviewing the inclusion of Chinese opera cultural elements in this material,the study identifies existing issues and provides recommendations for improvement.Introducing opera culture into Chinese language teaching materials can align with global cultural exchanges,helping more people learn about traditional Chinese culture and enhancing China’s international influence.
文摘Based on the definition and classification of modern Chinese cultural words,this paper expounds the necessity of paying attention to the teaching of cultural words in teaching Chinese as a foreign language.Then,the teaching strategies of cultural words are discussed from four aspects:vocabulary teaching,classification teaching,association teaching,and online teaching,in order to provide a reference for the actual teaching of teachers of Chinese as a foreign language.
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.
文摘Teaching and learning a language are influenced by an imagined community involving interaction among members in possible worlds.From an empirical standpoint,relatively little is known about how Chinese language lecturers see their possible memberships to the communities wherein students from different countries participate,or how this perception affects their teaching practice and innovative pedagogies.In order to address this gap,this study explores the teaching lives of four lecturers who teach Chinese as a second language(CSL)to foreign students in China.Drawing upon a three-year longitudinal study of interview data triangulated with journal entries and classroom observation,the findings reveal that lecturers’imagined identities may transform into practical identities due to the idea of treating foreign students as legitimate foreigners but illegitimate Chinese language users,and the intensified pressures and insecurities of being a part-time lecturer.However,the combined efforts of lecturers’perseverance,knowledge and competence,institutional support,available educational resources,and positive evolution of identity may prevent lecturers’imagined communities from collapsing,and possibly facilitate a shift in identification from“struggling teacher”to“determined teacher.”Relevant implications for teaching Chinese and teacher education are discussed.
基金This paper is supported by“Tin Ka Ping Foundation:Guangdong-Hong Kong-Macao Greater Bay Area'Characteristic Affection,Classical Aspirations'Teaching Development Research Project”(Project Number:CB372).
文摘This study explores the potential application of ChatGPT in designing customized instructional plans for Chinese as a Second Language(CSL)teaching,focusing on non-Chinese-speaking(NCS)students in Hong Kong.Through two rounds of comparative experiments,the study evaluates the effectiveness of AI-generated instructional designs against expert-designed versions.Results reveal that while initial ChatGPT designs initially have limitations,advanced versions demonstrate significant potential in supporting teachers with task-based language teaching(TBLT).These designs provide practical,culturally relevant tasks tailored to diverse learners,enhancing instructional efficiency and learner engagement.Furthermore,ChatGPT’s accessibility offers opportunities to reduce educational disparities by supporting teachers in resource-limited contexts,thereby addressing inequities in instructional quality.The study concludes that,while AI cannot replace teachers,ChatGPT can serve as a valuable supplementary tool,complementing human expertise in culturally and linguistically complex L2 teaching.It underscores the importance of ethical considerations and the critical role of teachers in integrating AI technology effectively to maximize its benefits in education.
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This research venture investigates the trends and motives behind the English learning as a second language. The author has used the Chinese binoculars to probe into the phenomenon of English learning and teaching. English language has become an international tool of communication and business. Professional and students at China's Mainland have been learning English since long but this trend has been increased in the recent years due to the wave of globalization and also owing to the enormous emerging economy of China. Internationalization of education and the quest of knowing the culture and civilizations have spurred the need for English learning. The authors have performed a questionnaire based research with the sample of 130 university students learning Chinese at different English learning institutes at Xi＇an, Shanxi, China. The analysis of the findings in this research highlights the reasons behind the growing trends of English learning and also describes the teaching methodology for effective language teaching in the Chinese perspective.
文摘In recent years,traditional Chinese culture has been continuously revived,integrated into the times and entered people’s daily lives.Chinese-style songs,as a combination of traditional cultural connotations and emerging song forms,have gradually emerged on the music stage in China and even around the world.In the field of teaching Chinese as a second language,the research on teaching Chinese songs has received increasing attention.This article combines the theory of the association between music and language to summarize the research results of Chinese-style songs and their application in the field of teaching Chinese as a second language in the past 30 years.The current research problems are discussed,and suggestions are proposed in order to provide some reference value for teaching Chinese as a second language.
文摘Based on discussion of the second language acquisition theories,the thesis aims at improving foreign language teaching,and states the implications on our teaching ideas,and what we teachers should do in our EFL practice.
文摘Artificial intelligence(AI)is advancing swiftly and integrating into various societal domains,including international Chinese language teaching.While AI provides diverse advantages,it also presents inherent risks,akin to a“double-edged sword”.This paper delves into the challenges and opportunities associated with AI and suggests a strategy to transform AI from a potential adversary to an ally:not avoidance,but mastery.Mastery entails crafting targeted prompts suitable for distinct contexts to attain desired AI-driven outcomes.Ultimately,by presenting case studies across various proficiency levels in Chinese language instruction that utilize AI tools,this paper aims to stimulate constructive dialogue within the academic community of Chinese language teaching.
基金the research result of the 2022 International Chinese Education Research Project“Construction and Research of International Chinese Character Teaching Case Library in Chinese Education”(22YH88D).
文摘As an important method of practical teaching,case-based teaching has become increasingly prominent in international Chinese language education.However,the development of case-based teaching for Chinese characters remains insufficient,with limited research outcomes,making it difficult to effectively support the teaching and research of Chinese character instruction.The establishment of a case library for international Chinese character teaching can provide a wealth of teaching cases,meeting the developmental needs of international Chinese language education in the new era.
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.
文摘Krashen has developed the Input Hypothesis, which has deep influence on teaching method of second language. This thesis focuses on the Krashen's Input Hypothesis, which includes the following five hypotheses: the acquisition- learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis and the effective filter hypothesis. The thesis tries to explore the pedagogical implications of Krashen's Input Hypothesis on second language teaching in the aspects of the input quantity and input quality. The thesis tries to explore the most effective methods of second language teaching, in the hope that it will help to improve the efficiency of second language teaching.
文摘L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.
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.
