Методична типологія лексики китайської мови в аспекті навчання аудіювання

China's global influence has increased with its spectacular economic development. With the growing trade and cultural exchange between China and other countries, there is a rapid rising need for Chinese language learning. Although Chinese language is challenging to learn due to its different intonations, complicated shapes, and considerable significance, it still attracts more individuals, organizations, and companies. Advances in mobile technologies provide new opportunities for language learning anytime and anywhere. To meet the diverse demands of students of language learning, many scholars have studied Chinese mobile language learning and developed many mobile applications to improve language learners' skills in listening, speaking, reading, and writing by leveraging the emerging mobile technologies. This chapter reviews earlier studies on mobile technologies employed in Chinese language learning and provides recommendations for future research.

Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.

ABSTRACTThis study examines a Chinese language programme in an Ivy League institution through the lens of Tracking to re-conceptualise the achievement gap between Chinese heritage language learners (CHLLs) and non-heritage language learners. Like most prestigious universities in the U.S., Chinese language learners in this case study are put on one of two tracks: Chinese heritage or non-heritage. This study reveals that CHLLs obtain a lower level of Chinese language proficiency despite their cultural background and language advantages. Scholars have tended to analyse CHLLs’ academic performance through linguistic or cultural perspectives. Drawing on research studies of tracking systems, this study compares the dual-track system in a Chinese language programme with the tracking system in place at American K-12 schools. This comparison allows for a deeper understanding of how CHLLs’ status as a minority in American language classrooms makes it more difficult for CHLLs to learn Chinese. This study examines the cultural processes and structural forces that shape the learning environment of CHLLs. It focuses on factors that contribute to CHLLs’ academic struggles, including school culture, institutional structures, and individual’s agency, to offer foreign language teachers and scholars new ways of thinking about improving the language proficiencies of heritage language learners.

This paper offers insights into an under-researched area of Chinese language learning among Hong Kong's less affluent South Asians, a group whose members have often been stereotyped as unable to function in the Chinese medium instruction (CMI) teaching system. Data were collected from a survey of approximately 300 South Asian secondary school students and from follow-up semi-structured interviews with 30 student participants. By cross-examining students’ language competency and practice in Chinese, English and mother language(s), the research found that South Asian students, even though in a majority language environment, invest less in Chinese language learning and practice. Their language motivation is instrumentally driven and there is a lack of adequate family support for learning Chinese. It thus highlights the role of schooling and teachers’ support in Chinese language learning as the main remedy for insufficient parental involvement. This research argues that in order to attain high competency in the Chinese language, which is considered important for upward mobility, there is an urgent need for teachers and researchers to understand the limited use that students make of the Chinese language and to develop a suitable teaching pedagogy for fostering language motivations.

A study on the time course of orthographic, phonological, and semantic activation of Chinese heritage language learners under different experimental tasks.

This paper aims to examine current Chinese language teaching from the perspective of cognitive linguistics. It will not only help Chinese language researchers and foreign scholars in China make breakthroughs in Chinese language learning, but also be conducive to improving students’ Chinese language learning ability. In the teaching of Chinese language, we should also stress the cultivation of students’ overall language ability and cognitive ability, so as to improve the effectiveness both Chinese language teaching and learning.

The impact of the China-Pakistan Economic Corridor (CPEC) expansion has changed the dynamics of foreign language learning in Pakistan. Due to the increased regional importance of Chinese language, some public and private sector universities are offering Chinese as a compulsory language course at the undergraduate level. Due to the significance of forthcoming opportunities for local youth, one public university in Karachi, Pakistan hired native Chinese teachers to teach undergraduate students Chinese as a foreign language. The present study explored the beliefs of Chinese teachers based on their teaching experiences at the university. Data for this collective case study was collected through semi-structured interviews with three native-Chinese teachers and analysed thematically. The findings revealed that the Chinese teachers held positive beliefs about the prospects of Chinese language learning in Pakistan due to job opportunities. However, they seemed to hold reservations regarding the limited time span for the offered Chinese language course. There were also certain negative beliefs in connection with the traditional learning practices of the learners which the teachers considered barriers to the learners’ language learning. These findings depict the requisite exigency to address the issues highlighted by the Chinese teachers for effective Chinese language learning. The beliefs of teachers and their shared experiences need to be addressed for productive development in teaching and learning Chinese. Curriculum designers and decisionmakers should consider teachers’ beliefs to align the curriculum and teaching methodologies as per the provision that includes teachers’ experiences to further improve Chinese language teaching and learning.

Embarking on the journey of learning Chinese as a foreign language in college entails grappling with a myriad of distinctive challenges, ranging from navigating its intricate writing system to mastering its tonal pronunciation and unraveling its rich cultural nuances. In this complex landscape of language acquisition, comprehending the nuanced learning strategies wielded by Chinese foreign language learners becomes paramount. These strategies not only illuminate the pathways to effective teaching but also hold the key to enhancing student outcomes. Despite the burgeoning interest in Chinese language education, there exists a conspicuous dearth of qualitative studies delving into the intricacies of learning strategies within college settings. To address this gap, this study adopts a qualitative research paradigm, employing semi-structured interviews as its methodological backbone. Through these interviews, the study endeavors to excavate profound insights into the diverse repertoire of learning strategies embraced by Chinese foreign language learners in the collegiate milieu. At its core, the study's primary objective is twofold: to meticulously explore and rigorously analyze the spectrum of learning strategies woven into the fabric of Chinese foreign language learning at the college level. By peering into the multifaceted approaches employed by students, the study aspires to engender a nuanced comprehension of effective pedagogical methodologies. Moreover, the findings are poised to serve as a compass, guiding the design and implementation of tailored language learning interventions tailored to the unique needs and aspirations of Chinese language learners in college environments.

Dynamic Recovery of Language Comprehension from Acute Wernicke�s Aphasia

In Chinese language teaching, even though students are in an identical learning environment, significant differences in learning efficiency still exist between individuals. The presence of these variations can have a considerable impact on students’ Chinese language improvement. This study will investigate the formations and consequences of these differences in the learning behavior‘s four dimensions. This study employs SPSS statistical analysis software for data processing and analysis and concludes the following observations: 1) Chinese language achievement is positively related to students’ learning behaviors in four dimensions; 2) The extent of Chinese language learning has a negative correlation with learning behavior; 3) Gender distinction resides in students’ learning behaviors; 4) There is a significant relationship between the language used at home and the learning behavior. This study interprets the specific effects of the length of Chinese language learning, gender diversity, and the language used at home on the students’ Chinese language learning patterns. Furthermore, this study proposes recommendations to teachers for improvement in Chinese language teaching in accordance with the present status of Chinese language teaching and students’ learning behaviors.

The effects of slowed speech on auditory comprehension in aphasia

Located in the Asian-Pacific region, Australia is a unique example an English speaking country which has progressive language policies to promote Asian languages, Chinese in particular. History has witnessed three stages of development of Chinese language teaching. In the first stage, Chinese language learning was initiated and organised by local Chinese community schools featured with different curricula decided by various sub-groups. Secondly, the Australian government’s multicultural and language policies have further promoted and supported Chinese language learning in community schools. Finally, the Chinese language teaching has expanded to the mainstream schools on the basis of state-based curricula. A national unified curriculum is being developed in order to meet the needs of the fast growing number of learners of Chinese in schools all over the nation. The research described in this chapter on Chinese language teaching in community schools and mainstream schools is based on a policy study of Australia and a case study through qualitative investigations at three universities in the state of New South Wales. The research has revealed some pedagogical problems of Chinese language teaching in the social and cultural context of Australia and provided some suggestions to improve the current performance of Chinese language teaching and learning.

The Belt and Road Initiative (BRI) was proposed by President Xi Jinping during his visits to Central Asia and Southeast Asia in 2013, advocating for collaborative development with countries along the route. Spanning across the continents of Asia and Europe, the Indian Ocean, and the western Pacific, the BRI involves 64 countries with a total population of over 3 billion and a combined GDP accounting for nearly 20% of the global economy, holding significant strategic importance. Historically, the BRI serves not only as a platform for commercial trade but also as a medium for cultural exchanges among the countries along its route. In reality, embracing cultural diversity aligns with the collaborative development goals of the BRI, promoting cultural and civilizational exchanges among nations, achieving holistic cultural complementarity, and fostering social harmony and development. In recent years, Chinese language education has been included in the educational systems of European, Latin American, and African countries alongside languages such as French, Russian, and Spanish. In the context of increasingly integrated global interests, Chinese language education has gained more attention. To internationalize and diversify Chinese language education, the term Confucius Institute was coined. Drawing on international experience, the Chinese government has established numerous Confucius Institutes and classrooms overseas. Among them, Portugal is one of the European countries with the closest cooperation with China in education, language, and humanities. With the comprehensive development of Sino-Portuguese relations, more opportunities have arisen for Sino-Portuguese language and cultural exchanges, expanding the development prospects of Confucius Institutes. Currently, the four main Confucius Institutes jointly established by major universities in Portugal are: Minho University Confucius Institute, University of Lisbon Confucius Institute, University of Aveiro Confucius Institute, and University of Coimbra Confucius Institute. Each Confucius Institute has its own educational positioning, such as providing basic Chinese language teaching, training Chinese language teachers, improving Chinese language teaching resources, and organizing Chinese cultural exchange activities, providing Portuguese students with a platform for learning Chinese language and culture.

Multilingualism can bring about various positive outcomes to typically developing children. Its effect on children with language difficulties is not yet clear. The aim of this study was to examine the effects of multilingual learning as a medium of instruction (MOI) on first language (L1) acquisition of children with language disorders (LD). Nineteen Cantonese-speaking students aged 5;8-6;8 who were diagnosed with LD were recruited from a school that used Putonghua (an alternative Chinese dialect) as the MOI when learning Chinese language and were compared with 18 age-and-gender-matched Cantonese-speaking students with LD from a school that used Cantonese as the MOI when learning Chinese language. All the students also learned English (L2) as a subject at school. Proficiency in Cantonese was tested at the beginning and the end of the semester in Grade One in terms of: (1) grammar, (2) expressive vocabulary, (3) auditory textual comprehension, (4) word definition and (5) narration. Mixed-model ANOVAs revealed an effect of time on language proficiency indicating positive gains in both groups. Interaction effects between time and group were not significant. There was a trend that children learning Putonghua showed slightly more improvement in auditory textual comprehension. Proficiency gains were similar across groups. The study found no evidence that a multilingual learning environment hinders the language proficiency in L1 in students who have LD.

IntroductionChinese language learning is gaining considerable attention from learners worldwide, leading many countries, including Thailand, to make it a mandatory subject in primary and secondary education. However, many Chinese learners lack interest in learning Chinese, resulting in inadequate Chinese language proficiency. Chinese language learners’ grit and emotional commitment to Chinese language learning are key factors in determining their language learning success, and the support of Chinese as a Foreign Language teachers is also crucial in this process. Thus, this cross-sectional study investigates the associations of students’ grit and perceived teacher support with their Chinese language achievement while considering the potential mediating role of emotions (enjoyment, anxiety, and boredom).MethodsThe study included 665 high school students from two public and three private schools in Bangkok. A questionnaire and an HSK exam paper were the instruments used in this study. Partial least squares structural equation modeling was applied to analyze the data.ResultsThe findings indicated that perceived teacher support, grit, and three emotional factors were each significantly associated with Chinese language achievement. While all three emotions mediated the relationship between perceived teacher support and Chinese language achievement, only foreign language learning enjoyment exerted a mediating role in the association between perseverance and Chinese language achievement.DiscussionWith insights for Chinese language educators and educational administrators, this paper highlights the importance of fostering learning perseverance, supportive learning environments, and meeting students’ emotional needs to improve Chinese language learning achievement.