Abstract
Abstract With the help of Chinese reform and the opening-up policy, as well as the global cultural fusion, TCSL (Teaching Chinese as a Second Language) is gradually growing into a hot research field where more and more research has been conducted to solve difficulties in practical teaching. However, little of this is concerned with the semiotic value of the TCSL classroom. To fill this research gap, this paper innovatively regards the TCSL classroom as a special semiotic text and applies Roland Barthes’ textual analysis theory into the TCSL classroom. Through a series of theoretical analyses and case studies, it aims at exploring the mutual connection between Barthes’ free text and the TCSL classroom and elaborating five codes existing in the TCSL classroom. At the same time, a new plural teaching model is expected to be constructed which can realize the democratic communication between the teacher and students, bring students’ subjective initiative into full play and eventually achieve the goal of mutual learning.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
