The power of grit and enjoyment on engagement of students majoring in teaching Chinese to speakers of other languages (TCSOL) in robot-assisted language learning environment: A self-determination theory perspective

With the rapid development of the Chinese economy, people are becoming interested in learning Chinese. Courses on teaching Chinese to speakers of other languages (TCSOL) have been gaining attention. However, given that TCSOL is new area of study, problems have emerged, such as conflicting perspectives in the curriculum for undergraduate students. To strengthen the construction of the undergraduate curriculum of the TCSOL system and to properly train TCSOL learners, 448 participants were invited to fill out a questionnaire and 40 TCSOL teachers and undergraduate students in Zhejiang Province were interviewed. By investigating and analyzing the current landscape of professional development, the four major problems in the construction of the professional curriculum system are discussed. Suggestions for the faculty and school administrators are also proposed.

The major of Teaching Chinese to Speakers of Other Languages (TCSOL) aims to cultivate high-level, application-oriented, complex and internationalized professionals who have a good command of teaching skills of Chinese as a second language, proficient cultural communication competence and intercultural communication abilities, and who are suitable for the international communication of Chinese and competent for various teaching tasks. Strong patriotism, firm politics, ideals and beliefs, sublime personality and moral sentiment, and healthy psychological quality are important guarantees for TCSOL professionals to do a good job in the international communication of Chinese. Therefore, based on the major of TCSOL, this paper actively explores the content and practice path of the “integrated” ideological and political education system, in the hope of effectively improving the quality of talent training and effectively promoting the development of Chinese international communication.KeywordsTeaching Chinese to Speakers of Other Languages (TCSOL)Integrated ideological and political education systemVirtue makes a man

By conducting an on-line questionnaire survey, the article compared 97 international students’ views with 23 Chinese teachers’ practices on 8 issues in corrective feedback (CF) in teaching Chinese to speakers of other languages (TCSOL). Results revealed that students’ views and teachers’ practices conformed to each other in cognition of committing verbal errors, and in whether to correct; that they were mostly incongruent with each other in what to correct; that they were congruent with each other in peer correction, but not in teachers’ correction or self-correction; that they coincided with each other in indirect correction, but not in direct one, nor in immediate correction or the maximum correction frequency in one class; and that CF mainly generated positive psychological effects and better learning on students, but its pedagogical efficacy was not evidently approved by the teachers. This research aimed at gaining a deeper insight into the effectiveness of CF in TCSOL to improve the quality of TCSOL.

The rapid development of China’s economy and society has meant that Chinese as a foreign language (CFL) has received unprecedented international recognition, and sparked a growing demand for teachers of Chinese to speakers of other languages (TCSOL). The controversy between an increasing emphasis on CFL teachers’ English competency and the pedagogical tradition of the Chinese-only principle is evident in TCSOL teacher education programs. In this chapter, I use data taken from interviews conducted with a TCSOL teacher educator and three pre-service CFL teachers, and from two major textbooks used by core courses, to report from a multilingual perspective on the presence and advocacy of first/other language-as-teaching-and-learning-resource pedagogies in the curriculum of a TCSOL Bachelor program in a university in south-east China. Inconsistencies were revealed between the monolingually-oriented teacher education practices related to use of the existing language resources of learners promoted in this program, and what the preservice teachers believe and practice. The chapter concludes with a recommendation for an integration of a multilingual approach to language teaching into such programs to encourage future teachers to better exploit their students’ existing repertoires of language knowledge.

A majority of South-Asian students have been enrolled in China’s universities to earn a degree of Teaching Chinese to Speakers of Other Languages (TCSOL) through the Confucius Institute Scholarship DPCLT-SAC. This study is the first time to analyze the effect of the special educational mode on foreign students through a cross-cultural adaptation approach based on a sample of DPCLT-SAC students who are taught either under advanced-level mode (ALM) or basic-level mode (BLM) (The standard between ALM and BLM is whether DPCLT-SAC students pass Hanyu Shuiping Kaoshi (HSK) level 5 after one year of Chinese preparatory study. Students who are above HSK level 5 will be enrolled directly to college to learn courses for the degree of TCSOL under the educational model of Chinese undergraduates which is considered as an application of special class for gifted young in TCSOL; the others will be enrolled to Chinese language institute to learn Chinese only with other foreign students). Results show that all tested students regardless differences of educational mode adapt new environment more positively, and students who are under ALM do feel more pressure than the other group, but they also earn more satisfaction from advanced knowledge and feel more confident about using the new language. This article proves that a cross-cultural adaptation approach is an accurate tool to analyze foreign students’ progress of adjustment to new cultural and academic environments in China; effect of special educational mode is not the main factor for foreign student’s cross-cultural adaptation and relatively limited for South-Asian students in China; and Chinese special education mode can be applied into the field of TCSOL in order to select elite candidates for academe.

在网络资源与技术飞速发展的当下，汉语国际教学的网络资源建设和网络技术运用尤为重要。为此，有必要探讨实践主导的汉语国际教学的理念更新和技术改革，顺应大数据时代网络资源的应用形势，便捷高效地获取高质量的教学资源，并在技术层面将传统教学手段和教学趣味性相结合。 With the rapid development of network resources and technology, using network resources and network technology in Teaching Chinese to Speakers of Other Languages(TCSOL) is particular im-portant. Therefore, it is necessary to research on how practice teaching can help theories of Teaching Chinese to Speakers of Other Languages(TCSOL) make progress in the future. Only in this way can Chinese international education better follow the tendency of big data application, which can obtain various high-quality education resources efficiently to make a good combination of traditional teaching methods and interest teaching.

The rapid development of international education in China highlights the growing importance of employment analysis in Teaching Chinese to Speakers of Other Languages (TCSOL). This study explores the enterprise demands for TCSOL professionals using text mining techniques to analyze recruitment data collected from four major platforms: Boss Zhipin, Zhaopin.com, 51job.com, and Liepin.com. Combining descriptive statistics, LDA topic modeling, BERT-BiLSTM-CRF-based named entity recognition, and co-occurrence network analysis were used. Results show that there is a high demand for TCSOL professionals, especially for small-scale enterprises located in first-tier cities such as Beijing, Shanghai, Guangzhou, and Shenzhen. Employers tend to favor candidates with at least a bachelor’s degree and 1–3 years of work experience. The topic model highlighted three central themes in job descriptions, emphasizing a shift toward a more diverse skill set. Named entity recognition identified essential attributes such as “communication ability”, “teaching experience”, “bachelor’s degree or above” and “responsibility” as core recruitment requirements. The co-occurrence network analysis revealed the importance of “teaching” and “priority” as core skill nodes. Time series analysis showed seasonal fluctuations in recruitment demand, peaking during spring recruitment and graduation periods. A hierarchical model of talent demand and development in TCSOL is proposed, integrating the perspectives of employers, job seekers, educators, and policymakers. This study provides valuable insights for aspiring TCSOL professionals, offering guidance to better align talent training with market needs and improve employment prospects.

This qualitative case study investigates the identity construction of novice language teachers in Teaching Chinese to Speakers of Other Languages (TCSOL) within Thailand. Framing teacher identity as a complex dynamic system, the study employs the Dynamic Systems Model of Role Identity (DSMRI) to explore how these teachers (re)define and (re)negotiate their identities. Data were collected via unstructured and semi-structured interviews and focus group discussions, using metaphors to prompt participants to reflect on the questions. Analyzing participants’ beliefs, goals, self-perceptions, and perceived action possibilities across various role identities, the study finds they remain in a continuous ‘learner’ state and experience shifts from idealism to realism in their professional views. The study highlights a misalignment between the current TCSOL practicum format and actual teaching practice, hindering professional development and identity construction.Furthermore, novice TCSOL teacher identity is significantly influenced by the social and political contexts and reinforced through organizing cultural activities. Participants hold beliefs and goals extending beyond language teaching, emphasizing the mutual impact of personal behavior on national image and international relations.The paper calls on the Chinese academic community to increase its focus on empirical research on (TCSOL) teacher identities. This research contributes to addressing the gap in studies on teacher identity in regions such as Asia and explores the identity construction of transnational foreign language teachers beyond English.

This paper discusses the medium of instruction in Teaching Chinese to Speakers of Other Languages (TCSOL), analyzing its use in teaching Chinese as a foreign language alongside Wittgenstein's Theory of "Language Game". It explores the fairness of education from a linguistic perspective, arguing that the forms of life in various countries can impact educational fairness through processes of mutual integration and resistance. Moreover, factors affecting educational equity within the educational system can also influence fairness globally by affecting these forms of life. In other words, addressing educational equity in the context of global political competition necessitates an examination of political factors. In TCSOL, teachers predominantly use English as the medium of instruction. This can lead to issues of medium failure when interacting with learners from diverse linguistic and cultural backgrounds. Educational inequity arises for students lacking English proficiency, which serves as a mediating language. This work begins by introducing Confucius Institutes and discussing their role in promoting international education and cultural exchange within the context of economic globalization. It then provides a detailed analysis of the relationship between educational equity and language, explaining how language inequality contributes to educational inequity and affects global communication. It is often assumed that resolving global political, economic, and cultural imbalances is a prerequisite for addressing educational equity. However, education itself possesses a degree of self-regulation and can focus on the equity of its own processes. Equity in education reflects the balanced development of human politics, economics and culture.

With the improvement of people's awareness of gender equality, gender stereotypes in language have become a research hotspot in sociolinguistics. The materials of Teaching Chinese to Speakers of Other Languages (TCSOL) can reflect a certain social and cultural background, especially the gender stereotypes and differences in culture. This paper constructs the TCSOL dialogue corpus. Using qualitative and quantitative methods, this paper tests whether there are significant differences in the discourse characteristics of different genders from the perspectives of vocabulary richness, part-of-speech, semantics and sentiment, so as to explore the gender stereotypes in TCSOL materials. It is found that there is no statistically significant difference between dialogue texts from different genders. However, it still reflects a certain occupational gender bias and gender stereotypes in personality characteristics.

As globalization goes deeper, interactions between countries become more active. In this trend, language is emphasized all over the world as an effective tool to communicate with others. With the development of China and the United States, the status of Chinese and English is becoming increasingly higher. At the same time, these two countries, both as friends and rivals, learn from and compete against each other. Language teaching serves as a bridge between the two countries for interaction. However, even if the system of Teaching English to Speakers of Other Languages (TESOL) or Teaching Chinese to Speakers of Other Languages (TCSOL) has been mature, there are still some problems. This paper aims at talking about problems and effective strategies for language teaching between China and the United States from a cross-cultural perspective. On the whole, challenges mainly lie in cross-cultural understanding, language translation, teaching modes, and curriculum design.

The present major of Teaching Chinese to Speakers of Other Languages (TCSOL) take on a vigorous trend of development. However, there are also some some deficiencies in the cultivation of teachers. For example, the training of TCSOL didn’t match with the employment; students didn’t get enough teaching practice; the cultivation of overseas Chinese teachers didn’t have strong pertinence; Confucius institutes and overseas Chinese teaching institutes didn’t play enough part in the cultivation of teachers. In this regard, we need to innovate the training mode of TCSOL teachers from the following aspects: 1. Strengthen the running of schools, and transform the Chinese teaching institutes for international students into school-run enterprises. 2. Lay down complete rules for teaching practice and strictly enforce them. 3. Adopt the way of training based on the order to meet the quality and quantity requirement for overseas Chinese teachers. 4. Give full play to the role of Confucius institutes and overseas Chinese teaching institutes in teacher training. At last, we also need to further elaborate the teaching levels of the standard for TCSOL teachers , pay more attention on the research of TCSOL teachers’ employment and major development, and strengthen the cultivation of local Chinese teachers.

This chapter examines the psychology of teaching Chinese to speakers of other languages (TCSOL), and describes the anxiety factors apparent in studying academic Chinese in graduate programs, based on the experiences of non-native Chinese-speaking postgraduates (NNCSPs) in Taiwan. Four groups of anxiety factors were noted: (1) instructional methods and materials, including oral presentation, written reports, subject content knowledge and code-switching; (2) learning environment, including digital divide and studying with native Chinese-speaking postgraduates (NCSPs); (3) personality traits, including introvert, extrovert, and self-demand; and (4) personal background, including bachelor degree major and identity. The findings have implications for professors advising NNCSPs, for NNCSPs themselves in similar contexts, and for the development of future studies.

I has totally developed the training of the undergraduates, masters and doctors of Teaching Chinese to Speakers of Other Languages (TCSOL). However, there are still some problems in this discipline. In addition to the macro issues that have been pointed out by previous researchers , this paper argues the significant reasons that cause the development of this discipline very slow, including students of TCSOL need a long time to adapt Chinese teacher work and are lack of the follow-up scientific research ability. The core issue of this discipline construction is teachers, but the previous researches were limited. Combined with the actual situations, such as discipline distribution and department management of Chinese universities, this paper puts forward that establishing flowing mechanism between the full-time Chinese language teachers and the teachers of TCSOL bachelors and masters in this discipline (such as teachers in the related majors of Chinese Language and Literature, Foreign Language and Literature, Pedagogy etc.), forming the teachers team of this discipline and developing this discipline feasibly. And this paper further demonstrates the feasibility of implementing this kind of the teachers flow mechanism in Chinese universities and the urgency to develop the discipline of TCSOL.

Based on the data from inter language corpus, the paper conducts a study of foreign students’ acquisition of complement of duration, adjective predict and separable verbs. It is found that the above three issues have a high frequency of error in Chinese learning. Based on the syntax theory in Chinese and English, the usages of the three kinds of grammar are discussed, and some learning strategies are provided in practice of TCSOL(Teaching Chinese to Speakers of Other Languages).