Variations in Chinese Vocabulary Networks across Different Proficiency Levels and Their Implications for Teaching Chinese as a Second Language

This research aims to improve students' Chinese vocabulary through the kahoot application. The sample of this research is 10 students of class X. This research is a classroom action research which consists of two cycles. Each cycle consists of two meetings. The instrument used is a test of increasing Chinese vocabulary and observation sheets. This study consisted of two, namely qualitative and quantitative. The results showed that the application of kahoot could increase students' Chinese vocabulary. This can be proven by the increase in students' Chinese vocabulary from the first cycle, the average obtained is 66.5 and in the second cycle with an average of 82. These results indicate that the students' Mandarin vocabulary has increased by 15.5.

How the construct of vocabulary is defined remains unclear although multiple theories have been put forth. In light of the lack of empirical work investigating the dimensionality of vocabulary knowledge in Chinese, the present study investigated the factor structure of Chinese print vocabulary in a sample of 111 Taiwanese children in Grades 1 and 2. Participants completed six written measures designed to assess breadth and depth of vocabulary knowledge in receptive or expressive formats. Three hypothesized models corresponding to (1) a unidimensional model on which all six measures loaded onto, (2) a 2-factor model comprising breadth and depth dimensions, and (3) a 2-factor model consisting of receptive and expressive dimensions, were compared using confirmatory factor analyses. Results indicated that the unidimensional model was preferred over two dimensional models, indicating that it is useful to view Chinese vocabulary as a holistic construct rather than as comprising separable dimensions among young Taiwanese children.

A Comparative Study of Korean Chinese character vocabulary and Chinese vocabulary corresponding relationship

The purpose of this paper is to investigate the effect of using multimedia technology on students’ achievement towards learning Chinese Language vocabulary among Year 3 students in national school Malaysia. The design of this study is quasi-experimental. Quasi experiment consisted of control group and treatment group with pre-test and post-test. The sample of the study consisted of 69 standard 3 students in national schools from two difference schools in Kuala Lumpur. The control group consisted 32 pupils while the treatment group consisted of 37 pupils. Control group was taught in conventional method and the treatment group was taught by using multimedia technology. Pre-test and post-test have been tested for both groups. Studies have found that the use of multimedia can improve the achievement of vocabulary learning among the students. The t-test result also showed that there is statistical significant different among multimedia technology learning and conventional learning. The conclusion from the study showed that the use of multimedia technology have had increased the achievement of Chinese vocabulary learning. Research implications indicated that the use of multimedia technology can enhance the effect of learning the Chinese vocabulary.

<p class="AA">As the number of new Chinese vocabulary increases year by year, mastering new vocabulary beyond the HSK (Global Chinese Proficiency Test) syllabus is crucial to improving the overall language proficiency of international students. However, international students face many challenges in understanding new Chinese vocabulary, including emotional tendencies, personal abilities, and the complexity of Chinese vocabulary. Among them, the biggest challenge comes from the aspect of vocabulary. Specifically, the most prominent problems faced by international students in learning new Chinese vocabulary include the complexity of vocabulary, the lack of a systematic learning method, the difficulty in identifying vocabulary with multiple meanings, and the difficulty in inferring their meaning based on existing knowledge. Therefore, it is particularly important to systematically learn the classification and characteristics of new Chinese vocabulary. Based on the two dictionaries of "Chinese New Vocabulary 2018" and "Chinese New Vocabulary 2019-2020", this study categorizes Chinese new vocabulary into Analogy, Simulation, Metaphor, Neologism, Old Vocabulary with New Meanings and Abbreviations. The study aims to comprehensively analyze its classification and characteristics and provide valuable guidance for international students' vocabulary learning. The classification of Chinese new vocabulary beyond HSK not only helps to improve the overall language proficiency of international students, but also deepens the academic community's understanding of the characteristics of Chinese new vocabulary learning and provides an important reference for future related research.</p>

Traditional method to evaluate outdoor thermal comfort which used indicators (UTCI, PET, SET, etc.) has its limitations. Firstly, emotional factors are not included in the assessment, and secondly, the results lead to less accessibility, and it is difficult for non-experts to understand.Due to the above reasons, some scholars have investigated how to evaluate outdoor thermal comfort by ‘English vocabulary’, and there is still a gap in exploring the multidimensional semantic assessment of outdoor thermal comfort by using ‘Chinese vocabulary’. This paper established a ‘Chinese vocabulary’ thesaurus for outdoor thermal comfort evaluation through online and on-site questionnaire survey including 63 words, and an outdoor experiment was carried out to validate the effectiveness of the thesaurus. The results showed a significant correlation between the 2-phases results, revealing the effectiveness of the multidimensional semantic Chinese thesaurus. PET value has a wide range when Thermal Comfort Vote (TCV) are the same, and the words people used to describe the thermal environment in 5 dimensions are very different. The results showed that it is necessary to evaluate the thermal environment by the way of multidimensional semantic, which could make up the short comings of the traditional way (thermal comfort indicators).The field validation experiment of this study was only carried out for 3 days in spring in Shenyang city, thus the result was highly influenced by the experiment conditions and has its limitations. This study could be a fundamental exploration of thermal comfort evaluation by semantic way in Chinese words.

A language cannot exist without the notion that “we” all speak the same unified language. This notion is conceptualized and formulated as part of a speaker's social identity, which may change as a result of a rearrangement of this notion. In this paper, we examine some articles about Vietnamese language in Tap chi Nam Phong (hereafter abbreviated as NP), which was one of the most influential journals in Vietnam in the 1920's. At that time, quoc-ngu (the Vietnamese writing system based on roman script) was rapidly gaining status as the official language of Vietnam, despite skeptical views from two strong linguistic hegemonies supporting more prestigious written languages: classical Chinese and French. In analyzing discourses on NP, the notion of a unified language can be seen, it is possible to observe the typical Vietnamese intellectual's attitude about language. This notion in turn can be transformed by their selection of national identity.Since the general policy of NP was to protect and promote the “unique” Vietnamese culture and language, it insisted on the protection and enrichment of quoc-ngu still regarded as “patois” (vulgar language) by traditional literati. But this “uniqueness”, for the writers on The Journal, also included Chinese classical literature and ethics, and the writers were convinced that it was necessary for quocngu to be supported by the rich expressiveness of classical Chinese. In 1919, refuting Nguyen Hao Vinh who criticized NP for using numerous unfamiliar Chinese vocabulary, Pham Quynh, the chief editor of The Journal, noted that classical Chinese should be taught in Vietnam because it was not only China's own but the common literature of the “Orient”, including Vietnam, and that Chinese vocabulary should be used as an indispensable component of the Vietnamese language. He tried to transform the traditional view on language, that is, classical Chinese vs. patois, into a new contrast between Chinese vocabulary and the “vulgar” (non-Chinese and non-Western) one in the sole dignified Vietnamese, so that the existing prestige of classical Chinese could be directly absorbed by the “new” Vietnamese. Such a transformation of the notion of language was concealed by the terminology used in discourses on NP, where a new concept “Annamese” (tieng An Nam) was invented to refer the whole system (the existing term “patois” [tieng nom] was left for indicating the “vulgar” vocabulary), while the whole system, characters and vocabulary of classical Chinese were never distinguished at all. Such terminology enabled the writers to refer to the new contrast with the same terms as before under the assumption that the Vietnamese language had an uninterrupted tradition.Interestingly enough, as for the notion of language of the writers on NP, only Chinese vocabulary was regarded as the core of “uniqueness” in the holified “Vietnamese language”, while Chinese characters were completely excluded. They insisted that Chinese characters should be instructed not in Vietnamese but in classical Chinese at public schools. Moreover, roman letters, which had originally been alien symbols, were integrated into the Vietnamese language without any questions. Both Chinese vocabulary and the “vulgar” one should be spelled with the same unified writing system, the writers believed, so that they might be blended into one unified quoc-ngu. In comparing such a notion with that of Japan and Korea, both categorized as being in the Chinese cultural sphere, a vast difference can be seen between these three examples. Japanese and Korean intellectuals generally paid attention to the distinction between scripts as the marker indicating their national identity, and each regarded Chinese characters in Japan and

In recent years, significant progress has been made in the study of Chinese vocabulary acquisition, and the research content and scope have gradually expanded. Chinese vocabulary is the foundation for understanding and using language, and any language has developed on the basis of Chinese vocabulary. Many studies have shown that there are many factors that affect the acquisition of Chinese vocabulary, and the impact on Chinese vocabulary acquisition is also different. Among them, the influencing factors of Chinese vocabulary acquisition have gradually become a research hotspot, and a large number of related empirical studies have emerged. Based on the big data technology and the random effect model, this paper comprehensively analyzes whether the influencing factors of Chinese vocabulary acquisition as a second language are significant and investigates the effects of internal and external influencing factors, delayed post-test, specific factors and experimental interval time on the learning effect. External factors significantly impact Chinese vocabulary acquisition, including learning style, input factors and input methods. Through the subgroup analysis of the experimental interval, we find that the effect of Chinese vocabulary acquisition decreases with the extension of the experimental interval. Therefore, this paper holds an inverse relationship between the experimental interval and the development of Chinese vocabulary acquisition.

The purpose of this study is to propose a Chinese teaching-learning method using the metaverse platform, focusing on the 'Chinese vocabulary and culture' course at D University. In this paper, first, we explore the characteristics and utilization plans of the metaverse platform. When the metaverse platform is used in education, there are advantages of playfulness, realism, creativity, connectivity, and economic feasibility. ZEP is a free service and an open metaverse that supports mobile and PC. ‘Chinese Vocabulary and Culture’ is a subject that understands Chinese society, psychology, institutions, and habits through Chinese social culture included in Chinese vocabulary. For example, the first stage is the “entry” stage on the platform and the stage of guessing and finding out the source of the idiom through the image of 不恥下問. The second stage is the another outer space of learning a related story of 不恥下問. The third stage is the internal space of learning and practicing the original meaning of 不恥下問. The fourth stage is the evaluation stage that the learning contents are briefly checked by using OX quizzes among the functions of ZEP. First of all this study is meaningful in that it is a proposal for Chinese education using ZEP, an open metaverse platform in Korea. Second, it expanded the educational content to Chinese vocabulary and culture on metaverse platform. Third, it can help learners to induce a sense of achievement and motivation for learning Chinese.

With the development of society and science and technology, traditional media and new media interweave with each other, forming a network three-dimensional structure, namely, convergent media. Media platforms such as radio, television and the Internet have become the mainstream way of information dissemination. Under this background, Chinese vocabulary has also developed unprecedentedly. New words change with each passing day and spread rapidly on the convergent media platform, making traditional Chinese vocabulary face unprecedented challenges. On the face of it, the vocabulary ranks are expanding continuously, showing various and flexible features. In essence, under the constant pursuit and imitation of vocabulary users, the current Chinese vocabulary has the coexistence of increasingly rich and increasingly poor. This will not only affect the purity of Chinese, from a certain point of view, it will also cause invisible and huge damage to people's spiritual world. Therefore, the development trend of Chinese vocabulary in the future is worth our deep thinking.

In learning Chinese as a second language to Korean, we find that Korean students always have some difficulties in learning some “special”chinese vocabulary, so they always have errors on these vocabulary.BR In this article, we will study these “special” Chinese vocabulary in order to find the reasons of these errors and we hope to give some helps to the chinese vocabulary teaching to Korean.BR First, we collect these “special” words that Korean students always have errors on. Second, we study the differences of these error words between chinese and Korean. At last, we study the reasons of these errors and give suggest to chinese vocabulary teaching.BR We hope to give some study on the difference of vocabulary between Chinese and Korean and we hope we can use thess vocabulary difference to find more difference between Chinese language and Korean, so that we can make a valuable Chinese vocabulary teaching to Korean.

The purpose of this study was to develop a leadership competency model to enhance Chinese vocabulary teaching at Confucius Institutes in Kenya. The objectives of this study were: 1) to explore the factors affecting the leadership competency of teachers; 2) to determine the levels of leadership competency of Chinese vocabulary teachers in Kenya; 3) to test the practical effect of sound change law in Chinese vocabulary teaching; and 4) to develop and verify a leadership model to improve the teaching effect of Chinese vocabulary at Confucius Institutes in Kenya. There were 308 students from the Confucius Institutes at the University of Nairobi and Kenyatta University who participated in the study. The data was analyzed through content analysis, descriptive statistics, and a paired samples t-test. The results of the survey showed that the supportive leadership approach (M = 4.32, SD = 0.46) was the style mainly used by Chinese language teachers. The results of the paired samples t-test indicated that the Chinese vocabulary test scores of thirty students after they received instruction on the sound change law was significantly higher than before they received instruction on the sound change law. The results of the paired samples t-test of competency indicated that the score of five expert teachers after they received leadership competency training was significantly higher than before they received the training. Therefore, the effectiveness of Chinese vocabulary teaching at the Confucius Institutes in Kenya can be enhanced by improving the leadership competency of teachers.

Learning new Chinese vocabulary beyond the HSK (Global Chinese Proficiency Examination) vocabulary syllabus will improve Chinese communication ability for international students in China. This study addresses the vocabulary learning problems including insufficient systematic understanding of vocabulary features, lack of in-depth learning methods and the lack of contextual application. This study investigates the respondents’ level of comprehending the 2018-2020 New Chinese Vocabulary, and explores their learning problems, as well as proposes suitable vocabulary learning strategies for them. The samples included 30 international students from Yangzhou University, Guangxi Normal University and Bohai University in China. The results from the online questionnaire indicate that the students' comprehension of these new vocabulary has improved in the context-provided assessment. In terms of problems, 90% of the respondents were unable to infer the meaning of new vocabulary based on existing knowledge. Besides, students with better understanding generally use context strategies and coding strategies more than other students. This study puts forward suggestions on the vocabulary learning strategies to help international students learn Chinese vocabulary better.

This study delves into the semantics of Chinese vocabulary generation and evolution, providing insights into the profound connotations of the Chinese language and culture. We begin by vectorizing Chinese vocabulary data using the Word2Vec algorithm, which is subsequently input into a deep neural network model. Within this framework, the neurons are tasked with extracting semantic features pertinent to the developmental trajectory of Chinese vocabulary. Following this, the Intersection over Union (IoU) value for each semantic feature is computed, enabling the semantic annotation of the vocabulary. Additionally, the formulation of constraint rules significantly enhances the model’s accuracy in semantic recognition analysis. This approach not only advances our understanding of linguistic structures but also enriches our appreciation of the cultural dynamics embedded within the language. The accuracy and recall of the semantic network model in this study are much higher than those of other comparative models, with an average semantic annotation accuracy of 91.33% in the three Chinese vocabulary datasets, which supports further research and analysis in follow-up. The exploration of the practical application of the semantic network model shows that it achieves better results in the semantic identification and annotation of words in poems, and it is found that the lexical semantic class with the highest frequency in the Three Hundred Song Lyrics is {Func word}, which accounts for 0.056. The semantic network model designed in this paper provides an effective method in the field of Chinese vocabulary semantics analysis and lays the foundation for a deep understanding of the generation and evolution of the culture of the Chinese language. A foundation is laid for a deep understanding of the generation and evolution of Chinese language culture.

In order to address the needs of the continually growing number of Chinese language learners, the present study developed and presented initial validation of a 100-item Chinese vocabulary proficiency test (CVPT) for learners of Chinese as a second/foreign language (CS/FL) using Item Response Theory among 170 CS/FL learners from Indonesia and 354 CS/FL learners from Thailand. Participants were required to translate or explain the meanings of the Chinese words using Indonesian or Thai. The results provided preliminary evidence for the construct validity of the CVPT for measuring CS/FL learners’ receptive Chinese vocabulary knowledge in terms of content, substantive, structural, generalizability, and external aspects. The translation-based CVPT was an attempt to measure CS/FL learners’ vocabulary proficiency by exploring their performance in a vocabulary translation task, potentially revealing test-takers’ high-degree vocabulary knowledge. Such a CVPT could be useful for Chinese vocabulary instruction and designing future Chinese vocabulary measurement tools.