Chinese Language Teaching Research Articles

Structure and process: A theoretical model of intelligent elementary Chinese vocabulary teaching

With the rapid development of artificial intelligence technology, Chinese vocabulary teaching is gradually entering an era of innovation, offering vast potential for more intelligent and personalized teaching models. Existing research mostly focuses on the auxiliary role of AI technology in second language teaching, with less attention given to the implementation of intelligent second language teaching. To address this issue, this study, based on the perspective of Artificial Intelligence Generated Content (AIGC), attempts to construct an elementary Chinese vocabulary teaching (ECVT) theoretical model, presenting the development process of an ECVT system. From the existing research literature on Chinese vocabulary teaching, a total of 17 viewpoints on teaching structures and 19 viewpoints on teaching processes for ECVT are outlined. Based on this, the study first establishes the fundamental macro-level phases of ECVT, then delves into the micro-level structures and processes of each phase, ultimately deducing a theoretical model for ECVT oriented towards intelligent teaching. Integrating the perspectives of artificial intelligence deconstruction and generation into the research on Chinese vocabulary teaching not only offers front-line teachers a reference for optimizing teaching models but also provides a more forward-looking and scientifically grounded framework for Chinese language teaching, even other language teaching. This hence propels innovation in second language teaching models.

Voicing expertise: Exploring strategic use of vowel variants in the English pronunciation of Chinese language instructors

AbstractAccent often carries social implications and can serve as an identity marker, reflecting how speakers perceive themselves and how they wish to be perceived by others. This study employs a variationist approach to examine the agency of Chinese English language teachers in negotiating their professional identities through accent. Instead of a loose association between identity and accent, detailed sociophonetic analyses reveal that these teachers construct desired self‐representations through the strategic use of linguistic resources. Findings indicated that participants’ perceptions of the relationship between teacher qualifications and native‐like/first‐language‐influenced English accent can predict their pronunciation patterns. Relating to how they perceive nativeness and professional identity, participants’ use of robust DRESS–TRAP nuclei and larger tongue movements in MOUTH and PRICE can be interpreted as strategies to distance themselves from a “non‐native” identity, which is often stigmatized within the language teaching community. The utilization of stylistic resources allows participants to construct a professional teacher persona and signify expertise in language teaching.

What it Takes to be a Good International Chinese Teacher

After the recovery of international Chinese education in 2023, the demand for international Chinese teachers overseas has returned, which also means that the demand for truly excellent international Chinese teachers has also begun to rise. As a student who is about to become an international Chinese teacher, how to become an excellent international Chinese teacher and complete the teaching mission of an international Chinese teacher is the main issue worthy of deep consideration. Thinking about this issue can be carried out throughout the student's learning life and into future teaching activities. "The unity of knowledge and action" is the most common point in Chinese philosophical wisdom, and it is also the most difficult point to achieve in practical activities. As an excellent international Chinese teacher, we must achieve the "unity of knowledge and action", clarify the teaching mission in the teaching process, take positive and correct concepts as the guide, and truly achieve the responsibility and mission of "language teaching and cultural dissemination" that a Chinese language teacher should do, so as to promote the development of Chinese to the world and expand more possibilities for exchanges between China and the world.

Current Situation and Countermeasures of Chinese Language Spreading Globally

The purpose of this paper is to discuss the current situation, challenges and countermeasures of Chinese language dissemination in the world. With the enhancement of China's international status, the spread of the Chinese language in the world has attracted more and more attention. However, the global dissemination of Chinese language still faces problems such as cultural differences, learning difficulties, and uneven distribution of teaching resources. In order to better promote the international dissemination of Chinese language, this paper puts forward countermeasures such as strengthening the promotion of Chinese culture, improving the quality of Chinese language teaching, expanding international cooperation and exchanges, and stimulating the enthusiasm for learning Chinese. By deepening cooperation with foreign institutions, innovating cultural dissemination methods, and optimising teaching materials and methods, the global influence of the Chinese language will be enhanced.

非目的语环境下的汉语口语教学问题——以刚果布拉柴维尔市为例

<p>This study aims to explore the challenges of teaching Chinese oral language in a non-target language environment, using Congo (Brazzaville) as a case study, and to propose effective solutions. To achieve this goal, we employed a case study approach, conducting a detailed analysis of the current state of Chinese oral language teaching in Congo (Brazzaville). Through field interviews and classroom observations, we systematically identified the key challenges in teaching. The study found that the lack of consistency in setting teaching goals and training systems has limited the effectiveness of oral language instruction. Furthermore, the current approach is overly focused on grammar and structure, neglecting the development of oral communication skills. Based on these findings, we recommend enhancing the training of communicative skills in Chinese oral language teaching, while also incorporating listening comprehension to address the specific needs of a non-target language environment. The results of this study provide practical insights and theoretical support for improving Chinese oral language teaching in non-target language settings.</p>

东盟中文学习者画作中的中文教师角色：基于隐喻的分析

<p>With the implementation and promotion of the "Belt and Road" initiative, economic and trade cooperation and humanistic exchanges between China and ASEAN are going deeper, and Chinese language education in ASEAN has shown a booming development. As a core participant of international Chinese language education in the region, the role of Chinese language teachers is an important conceptual source of ASEAN youth's perception of China, which has a crucial impact on Chinese language learners. Based on the creation of visual metaphors, this study uses the teacher metaphor analysis framework to summarize the ASEAN Chinese teacher role metaphor categories and explore the ASEAN Chinese teacher traits from the learners' perspective. We selected 60 graphic works created by ASEAN Chinese learners as the research material, extracted 31 Chinese teacher role metaphors, and delineated six metaphorical conceptual categories. This study aims to arouse the attention of international Chinese teacher educators, social organizations, and Chinese teachers themselves to the developmental changes of Chinese teacher roles, and to provide a reference for the professional development of international Chinese teachers.</p>

On the Role of Group Competition Mechanism in International Chinese Classroom

International Chinese language education is a field that has attracted much attention in recent years. Under the background of China's increasing international influence, more and more people realize the importance of learning Chinese. However, with the development of international Chinese education, we should also pay attention to the research of international Chinese education classroom strategy. Based on the observation of online open courses, with group competition mechanism as the theoretical basis, take the class “Whose bag is this” in the first grade of a primary school in the Philippines as an example, observed the classroom group competition mechanism, this paper mainly introduces the competition mechanism into the Chinese language teaching classroom advantages and disadvantages, and further put forward the principles and methods of classroom competition mechanism. The aim is to provide new teaching ideas for Chinese teachers and facilitate and improve their teaching efficiency and quality.

Comprehensive Analysis of YCT Vocabulary Size and Gamification Strategies for Elementary Students

In an era of globalization and increasing cultural exchange between nations, a large number of foreign language learners have turned proficiency in Mandarin into a vital skill that provides individuals with opportunities to enhance communication, cultural understanding and international cooperation. Simultaneously, China's growing economic influence and its pivotal role in global affairs further highlight the promising prospects for Chinese language acquisition. In this context, this study adopts the method of random sampling to assess the YCT vocabulary of 30 first-year students from different language backgrounds at a private school in Chiang Mai, Thailand. Meanwhile, semi-structured interviews with 10 experienced Chinese teachers using the method of purposive sampling are employed to further strengthen the research findings and capture their views on integrating gamification technology into Chinese language teaching. The findings, which reveal a clear gap between the vocabulary of Thai primary school students and the expected YCT standards, as well as feasible gamification strategies to address these issues, have prompted Mandarin educators to re-evaluate current Mandarin teaching methods. This study advocates the integration of gamification strategies in Mandarin teaching in primary schools to promote vocabulary acquisition and student participation. By elucidating the benefits of Mandarin proficiency in a global context and providing actionable recommendations for Mandarin teaching improvement, this study contributes to the ongoing discussion on language education and intercultural competency development.

Standards-based character recognition test

Abstract The present study developed and implemented a character recognition test based on the Chinese Proficiency Grading Standards for International Chinese Language Education. Using a stratified systematic sampling approach, we selected 15 characters from each level, ranging from levels 1 to 6, and 45 characters from the advanced level. This test was administered to 32 L2 Chinese learners from two universities. The results, on one hand, present an estimation of learners’ character size and revealed variations at multiple levels, including school, course, and individual levels. On the other hand, they serve as a valuable link between the Standards and teaching/learning practice, enabling a necessary reflection on the efficacy of the Standards, particularly in terms of the character component.

Cross-Cultural Poetics: Exploring the Impact of Poetry Teaching Methods on Enhancing Cultural Comprehension in Chinese Language Education in Japan and Korea

This study explores the effectiveness of poetry teaching in enhancing students' cultural understanding within Chinese language education in Japan and South Korea. From the perspective of cross-cultural education, this paper analyzes the teaching methods of poetry, a core element of Chinese language education, in Japanese and Korean classrooms, focusing on phonetic learning methods and historical cultural background teaching methods. By combining qualitative and quantitative research approaches, the study examines the impact of different teaching methods on students' language proficiency and cultural understanding. The research subjects include Chinese language students from Korea University and Kyoto University, with data collected through various methods such as classroom observations, in-depth interviews, and questionnaires. The study concludes that both the historical cultural background poetry teaching method and the phonetic learning method significantly enhance students' cultural understanding within Chinese language education. This research provides new recommendations for poetry teaching in Chinese education in Japan and South Korea, as well as for improving students' literary literacy and aesthetic appreciation abilities

A Study on Meaningful Questioning in Classroom Chinese Language Teaching in Korea

A Study on Meaningful Questioning in Classroom Chinese Language Teaching in Korea

Competencies for Integrating Sustainable Development Goals (SDGs) of Chinese and English Language Teachers in Shandong Province, China

Competencies for Integrating Sustainable Development Goals (SDGs) of Chinese and English Language Teachers in Shandong Province, China

Community-based and formal Chinese language education in urban California, 50 years after Lau v. Nichols

Community-based and formal Chinese language education in urban California, 50 years after Lau v. Nichols

Neoliberal ideologies and language in education policies: the case for teaching Chinese as a foreign language in Oman

ABSTRACT This paper explores the intersection of neoliberal ideologies and language policy in the context of Chinese language education in Oman's higher education system. Drawing on critical discourse analysis and theoretical frameworks of neoliberalism, the study investigates the introduction of Chinese language programmes within Omani universities, with a focus on Sultan Qaboos University (SQU). Through analysis of public documents, interviews and instructional materials, this paper examines how neoliberal free-market ideologies influence the implementation and perception of Chinese language education. Key research questions address the manifestation of neoliberal ideologies in programme policies, stakeholder perceptions and suggestions for pedagogical improvement. The findings reveal a complex interplay between geopolitical, economic and educational factors shaping language policy and its implications for Oman's higher education system.

‘Panda diplomacy’ and the subtle rise of a Chinese language ecology in Qatar

ABSTRACT Over the past two decades, the Chinese language has emerged as a global language. Gulf Cooperation Council countries, such as Bahrain, Saudi Arabia, and the United Arab Emirates, have integrated Chinese language into their educational systems and established Confucius Institutes to promote Chinese language and culture. In Qatar, interest in Chinese language education has risen, though not as pronounced as its neighbouring countries. This article, grounded in a Critical Cultural Political Economy of Education (CCPEE) approach, provides a comprehensive overview of Chinese language and education policy in Qatar, utilising a mix of primary and secondary sources, and insights from the second author’s role as a Chinese language coordinator in Qatar. The article examines cultural, political, and economic aspects related to Qatar-China ties and the Chinese community in Qatar, the role of China during the World Cup, Chinese language in the linguistic landscape, Chinese language education policies, and the state of a Confucious Institute in Qatar. Finally, it offers some implications in terms of the future of Chinese language education in the country and some fruitful directions for further research.

Reverse Instructional Design in Chinese Language Teaching: Endogenous Logic and Practical Pathways

Reverse Instructional Design in Chinese Language Teaching: Endogenous Logic and Practical Pathways

Research on the Current Status and Countermeasures of Chinese Language Teaching in Primary Schools under the Background of New Curriculum Reform

The continuous advancement of educational reform has set higher standards for the teaching of Chinese language in primary schools. Teachers are required to continuously explore and adopt innovative teaching methods while discarding outdated approaches to enhance teaching efficiency. Primary education marks the beginning of children's learning journey, playing a decisive role in stimulating their interest in learning and developing good habits. Therefore, improving teaching methods in primary schools not only positively affects children’s current learning but also lays the foundation for their future academic growth, contributing to the improvement of students' comprehensive abilities. Despitethis, the teaching outcomes in primary schools still have room for improvement.Some students have not yet developed good study habits and show resistance to learning, which affects the teaching effectiveness, especially in the Chinese subject where this issue is more pronounced. Therefore, it is crucial to deeply analyze the current situation of Chinese language teaching in primary schools and find effective improvement strategies. This can enhance students' motivation to learn and improve the quality of teaching.

Optimization Analysis of Chinese Language Teaching Curriculum Strategies under the Constraint of Parallel Network Behavior

In the era of informatization, the rapid development of network technology has brought unprecedented changes to the field of education. Especially in the field of Chinese language teaching, the introduction of network technology not only enriches teaching methods, but also greatly expands students’ learning perspectives. However, the openness and diversity of the online environment have also brought many challenges to Chinese language teaching. How to optimize Chinese language teaching curriculum strategies under the constraints of parallel network behavior has become an urgent problem to be solved in the current education field. Traditional evaluation methods often focus on the level of knowledge mastery of students, while neglecting their learning behavior and abilities in the online environment. Therefore, we need to establish a diversified evaluation system that includes students’ internet behavior, information literacy, innovation ability and other aspects in the evaluation scope, in order to comprehensively reflect their language literacy and learning level. This paper proposes a series of innovative and optimized strategies for Chinese language teaching courses in the online environment, including promoting the “reverse classroom” teaching mode, utilizing online resources for situational teaching, stimulating students’ learning interest through online interactive platforms and establishing an effective teaching evaluation and feedback mechanism.

Digital multimodal composing as a translanguaging space

Abstract Multimodality and translanguaging are groundbreaking concepts that researchers and teachers in second language education have increasingly embraced over the past decade. Despite their potential to transform traditional monolingual and monomodal approaches to assessment design, these concepts remain largely unexplored in Chinese language teaching, particularly as legitimate assessment strategies. This study was conducted with a large group of ab initio beginners of Chinese at a Western university. It first analyses students’ digital multimodal composing (DMC) projects, a video assessment designed to enable students to showcase their learning achievements multimodally and multilingually. It then discusses the challenges students encountered when engaging with this novel assessment approach for the first time. Findings demonstrate that in this DMC project students created a translanguaging space with rich trans-semiotic resources, actively engaging in communication through their newly acquired language despite being absolute beginners in their first few weeks of learning. Furthermore, due to the novelty of the assessment design, the study also found that some students encountered challenges such as uneven technical skills and the complexity of the assessment design. The study suggests that teachers should reconceptualise their approach to teaching Chinese in the digital age, focusing on empowering learners to apply their language skills in real-life communication contexts. Building ownership of their L2 learning can strengthen their motivation to learn Chinese more effectively and creatively.

Enhancing intercultural communication skills: The impact of drama in Chinese language teaching

Enhancing intercultural communication skills: The impact of drama in Chinese language teaching