Chinese Language Teaching Research Articles

The Existing Problems of Questioning Teaching Method in Elementary Chinese Language Teaching in Cambodia

This article thoroughly investigates the application and issues of questioning-based pedagogy in primary Chinese language teaching in Cambodia and proposes practical solutions to address these issues. Drawing on a comprehensive review of previous research findings and personal teaching experience, this article delves into the strategies and forms of classroom questioning in Chinese language teaching and provides a detailed analysis of the actual challenges faced by Cambodian learners of Chinese when asking questions in class. Through contextual analysis, this article comprehensively describes and deeply analyzes the current status of questioning in Chinese language classrooms in Cambodia, and puts forth a series of specific recommendations to address the existing issues in questioning practices in primary Chinese language classrooms in Cambodia. The aim is to provide practical assistance to Chinese language teachers and researchers in this field and to promote continuous improvement in Chinese language teaching in Cambodia.

The Enlightenment of the Educational Thought of "The Analects of Confucius" to International Chinese Teachers

"The Analects of Confucius" is a classic Confucian work in my country, compiled by disciples of Confucius and his disciples, it embodies Confucius' rich political views, ethical thoughts, moral concepts and educational principles. The educational thoughts include educational purpose, teaching principle, teaching method, teaching content, etc. have had a profound impact on today's education. The International Chinese Language Education as a booming industry, while constantly innovating teaching, we should also learn from some ancient teaching concepts. As a classic pedagogical work, “The Analects of Confucius” is feasible and powerful to provide guidance and help for the development of international Chinese language teachers.

Exploration on the Integration of E-book Bags and Primary School Chinese Classroom Teaching

With the continuous application and popularization of information technology, e-books have gradually entered primary school Chinese language classrooms and become an important force in promoting teaching mode reform and achieving the development of information-based teaching. At the same time, the conflicts and contradictions between e-books and traditional teaching modes in classroom teaching have gradually emerged. Taking the practice of primary school Chinese language teaching as an example, starting from the substitution effect of e-books, the design and selection of information based teaching content, and the interaction of classroom teaching factors, this paper elaborates on the problems in the integration of e-books and traditional teaching models, and explores corresponding development strategies for the problems, in order to provide suggestions for promoting the information based reform of primary school Chinese language teaching.

Study on the Acquisition Strategies of Chinese as a Second Language in Different Environments

With the vigorous development of Chinese teaching today, the research on Chinese as a second language acquisition strategy is increasingly abundant in China. But due to the COVID-19 pandemic, many Chinese language teaching activities have been forced to move online. Most Chinese learners live abroad in the environment of non-target language. What are the similarities and differences in the acquisition strategies of Chinese learners in different environments? Based on previous studies, this paper will conduct a comparative analysis of the acquisition strategies adopted by Chinese learners in different environments to explore their commonalities. In order to help international Chinese teachers clear teaching strategies, promote the better development of international Chinese teaching cause.

A Study of the Relationship Between the Pre-service International Chinese Language Teacher Beliefs and Occupational Outlook on Development

With the rise of China and the increasing global influence of the Chinese language, international Chinese language education has gradually become a focal point in the global education field. In the flourishing development of international Chinese language education, the training and support for pre-service international Chinese language teachers has become an urgent problem to be addressed. People are paying increasing attention to the psychological and career development of pre-service teachers nowadays, and therefore the relationship between the teacher beliefs and occupational outlook on development of pre-service international Chinese language teachers deserves in-depth analysis. Firstly, this study analyzes the reliability and validity of the pre-service International Chinese language teacher belief Scale and the Professional Development Outlook scale to ensure the reliability and validity of the two scales. Secondly, this study tests the correlation between the pre-service international Chinese language teachers beliefs and the occupational development outlook. The findings show that the teaching beliefs, Chinese language beliefs and occupational development outlook had a statistically significant correlation, while there is no statistically significant correlation between learner beliefs and occupational development outlook. Finally, the regression analysis of teaching belief, Chinese language belief and occupational development outlook is carried out in this study. The results show that both teaching belief and Chinese language belief of pre-service international Chinese language teachers can predict the occupational development outlook. This study is helpful to deeply explore the psychological state of pre-service international Chinese language teachers and provide some references and enlightenment for the training of pre-service international Chinese language teachers.

Analysis of Reading Literacy in the PISA Examination and Its Enlightenment to Chinese Reading Education

The Programme for International Student Assessment Test (PISA) is a particular research organized by OECD to assess students’ extensive knowledge and skills from different areas of the world. The excellent performance of Chinese students in PISA has attracted wide attention from the world. Maths subjects of Chinese students in PISA are particularly strong, followed by science, and reading scores are also relatively good, but are the weakest. At the same time, compared with other subjects like Maths, Chinese language education has always been criticized for taking too much time and being inefficient in China mainland teaching field for a long time. World learn from China. China also learns from the world. By focusing on the reading content of the PISA test, the paper reflects on the content brought by the PISA reading assessment framework and evaluation criteria, aiming to find the international elements of reading education and giving some enlightenment to Chinese language reading strategies.

A Review of Pre-university English Language Education Policies in China 2011-2022

Chinese foreign language education policies (FLEPs) are changing during years of development in aspects of national planning, education, and policy formulation. And the most widely acknowledged foreign language in China is English. This paper critically reviews English language education planning (ELEP) in China under the historical context from 2011 to 2022. The ELEP developments are related to the modern era's economic, ideological, and political changes. At the institutional level, English is considered without controversy as a universal language that promotes national development and offers personal opportunity. However, the English-as-threat notion has been repetitively mentioned in the history of policy development. Examining the political alterations shows that even with doubts and concerns, providing pre-university students with English language education is inevitably strategic. And from reviewing a series of officially published documents and relevant research reports, this study ends with the implications for both English learners and educators in China. As the instrumental role of English has remained essentially unchanged, the concept that teaching language with its culture should be emphasized and encouraged in relation to English teaching and learning standards. Learning English is not only about learning a foreign language, it also involves learning a fresh way of thinking.

Innovative reform strategy of Chinese language and literature education practice for college students based on information fusion technology

Abstract With the rapid development and updating of information technology and the gradual increase of economic and social influence, the Chinese language, as an important discipline in China’s higher education, has undergone a great transformation in its teaching conditions and teaching environment in the information age. To obtain more reliable information and better reform and innovation, this paper analyzes the machine model established based on information fusion and investigates the employment situation of Chinese language and literature graduates in university colleges and universities in the past five years to analyze the improvement of employment under the information fusion model establishment. The results show that the teaching process of Chinese language and literature can be well optimized through the machine learning model and is no longer homogeneous compared with the traditional teaching process of Chinese language and literature. The information fusion model can provide a certain degree of help in the employment of students in this major. Therefore, the introduction of information fusion technology is indispensable in the process of reform and innovation of the Chinese language and literature, and schools should also increase relevant courses and policies to encourage college students to actively cooperate with the reform and practice process.

Motivation as an Axiological Factor in Learning Chinese.

Motivation and a positive attitude play a decisive role in learning any foreign language. This study aims to investigate the motivation behind learning Chinese language in Central Asia and Russia and to identify the main problems related to mastering this language in those countries. The study draws on an anonymous questionnaire survey involving students and multiple oral interviews with Chinese language learners and teachers. The information was collected and analyzed manually by the researchers. The resulting statistical data was generated in Microsoft Excel and then presented as charts and tables. Through a student survey and teacher interviews, the study identified the long-term and short-term motivators for learning Chinese language, namely study (5%), cultural interest (7%), friendship (15%), cross-border communication (20%), travel intentions (25%), and greater employment opportunities (28%). The most common reason for learning the language was a desire to work in China (28%), and the least popular one was to study there (5%). Teachers defined motivation as a major challenge in teaching Chinese language (79%). According to teachers, learners with low motivation and unmotivated individuals are hardly responding to what happens in the classroom. The results of the study may be used as a platform for further research in education, teaching, psychology and linguistics.

Stoletnyaya transformaciya uchebnikov kitajskogo yazyka dlya nachal'noj shkoly Singapura

Through the evolution of Singapore's elementary school Chinese textbooks, we can find that Singapore's Chinese language textbooks are student-centered, ability-oriented, and tailored to the needs of the students. And its Chinese language education philosophy has a composite orientation and tries to explore a rational balance between Western civilization and Chinese culture based on maintaining the Chinese heritage.

Prospects for Research on New-Form International Chinese Language Textbooks

Textbook is one of the “three teachings”, and it is an important basis and carrier of teaching. The new form of textbooks is a product of the intelligent age and an important embodiment of the modernization of teaching materials. In the context of the intelligent era, the development of new forms textbooks is an important content of academic concern. We found that there are not many studies on new forms of international Chinese textbooks, and most of the textbooks have not yet entered the stage of integrated construction. The three-dimensional textbooks such as Great Wall Chinese are still an exception. In this regard, we believe that it is necessary to take the creation of three-dimensional teaching materials as the course, closely follow Chinese Proficiency Grading Standards for International Chinese Language Education, and multi-party construction teams go hand in hand to implement the dynamic update of international Chinese teaching materials resources.

Enhancing Cross-Cultural Adaptation Skills of International Chinese Language Teachers

Since 2004, China National Office for Teaching Chinese as a Foreign Language began dispatching international Chinese language teachers to countries in need around the world, the teachers have made important contributions to international Chinese language education and cultural communication. International Chinese language teachers are bound to face various discomfort and difficulties when working and living in a cultural environment different from their own, which affects both their teaching and personal life. This paper attempts to analyze the internal and external factors that affect the teachers’ cross-cultural adaptability, as well as the deficiencies in pre-job training for international Chinese language teachers, to find the existing problems and make suggestions to solve them.

Current Status and Future Tasks of Research on Chinese Language Education for the Korean older adults

Current Status and Future Tasks of Research on Chinese Language Education for the Korean older adults

Research on the Application of Chinese-Style Songs in the Field of Chinese Second Language Teaching

Research on the Application of Chinese-Style Songs in the Field of Chinese Second Language Teaching

International Chinese Language Education in the Context of Third Language Acquisition: the Value, Connotation and Practical Approaches

International Chinese language education has long been incorporated into the theoretical framework of Second Language Acquisition (SLA), while Chinese is being learned as a third language in most overseas countries. Introducing the theory of third language acquisition helps reveal the pattern of Chinese language acquisition for multilingual learners and promotes the further development of international Chinese language education.This paper reviews the history, content and current status of third language acquisition research and finds that there are three aspects of coupling between the pedagogical elements embedded in international Chinese education and the paradigm of third language acquisition: first, the cognitive advantage of multilingual learners promotes the transformation of instructional goals from perceptual to rational cognition; second, interlanguage transfer and affective strategy convergence prompt teaching approaches to expand from the theory of third language; third, constructing the model of third language acquisition can improve the explanatory power of second language teaching theory in international Chinese language education. This research points out that the introduction of third language acquisition can help build the teaching model that conforms to the cognitive laws of multilingual learners, and that it is necessary to develop specialized teaching materials that follow the rules of third language acquisition based on the model of “practice, evaluation, development”, to integrated teaching with language meaning, language form, and language use as content, and to developing multilingualist's multilingualism with a focus on commonality, distance and awareness of language.

Analysis and Application of Chinese Language and Literature Teaching Program Based on Computer Multimedia Technology

With the rapid development of 5G network and information technology, the means of modern multimedia are becoming more and more perfect. Many enterprises and industry organizations have entered the information age, and the field of higher education cannot lag behind because of its practical importance of training talents. The major of Chinese language and literature has a great influence on the development of the country’s soft power. The current teaching mode is backward and old-fashioned, paying more attention to the examination-oriented education of theoretical knowledge, and the practical training of comprehensive quality is still insufficient. This paper plans to design an intelligent classroom teaching system. Under the intelligent control of multimedia, the system can assist teachers to formulate flexible and rich teaching programs of Chinese language and literature. Finally, the weight distribution of the teaching evaluation system designed in this paper is reasonable, and the material library of the system is set up scientifically and comprehensively. After several groups of simulation verification, the improved teaching scheme helped the students who participated in the experiment to improve their academic performance by nearly 30 points. While maintaining the interest in Chinese language, the accuracy of spam article recognition algorithm is more than 85%, and the highest result can reach 94.5%.

Promoting meaningful peer feedback among in-service Chinese language teachers in an online lesson study

Peer feedback is crucial to peer learning among teachers in a lesson study. However, teachers often have difficulties providing high-quality feedback on peer performance, which may influence their engagement in peer feedback practice. It remains unknown how teachers can be guided to provide meaningful instead of general or superficial feedback to other teachers' performance. To address the gap, this study proposed a framework guiding teachers to give meaningful feedback by focusing on core components of classroom teaching. A quasi-experimental study was conducted with 60 primary school teachers in an online lesson study. The results reveal promising effects of the approach on improving peer feedback quality and teacher engagement in peer feedback practice in an online lesson study. The teachers using the proposed approach outperformed those not using the approach in providing meaningful comments on questioning and assessment practice in classroom teaching, and in providing constructive comments on peers’ weaknesses by giving explanations with references to theories. Although this study was conducted with teachers of Chinese as a local language, the findings have implications for professional development among teachers of Chinese as a foreign or second language.

Pembelajaran Legenda Tiongkok pada Mahasiswa Pendidikan Bahasa Mandarin di Universitas Negeri Malang melalui Podcast Teatime Chinese

Podcast as learning media are believed to enlarge learners' motivation when learning a foreign language. In Chinese Literature History (CLH) course, the most difficult material faced by students of the Chinese Language Education Study Program at State University of Malang (CLESP UM) is fairy tales and legends. Students said that this theme will be easier to understand if it is presentive in audio form. Therefore, this study aimed to describe the use of the TeaTime Chinese 茶歇中文 [Chá Xiē Zhōngwén] podcast in the CLH course by means of students of the CLESP UM and to describe students responses to the utilization of the podcast media. This research used descriptive qualitative method with observation and questionnaire sheets as instruments. The first instrument was filled out by two observers and the second was filled out by 46 students of CLESP UM class of 2021. The results show that the utilize of the TeaTime Chinese 茶歇中文 [Chá Xiē Zhōngwén] podcast in the CLH course run well. Moreover, the questionnaire results depict that this podcast gain positive responses from students. They are able to understand the content of the podcast easier, find intrinsic and extrinsic elements in the story, and make cultural connections between China and Indonesia through the applied media. They also stated that the use of podcast can boost the learning atmosphere.

Designing for diversity in Aotearoa / New Zealand Chinese language classrooms

There has been an increased interest in teaching and learning Chinese language across many schools in Aotearoa / New Zealand (NZ). Chinese language teachers, particularly those new to the Aotearoa/NZ schools and education system, are confronted with (1) an educational environment that calls for learner-centred pedagogies and (2) an increasingly diverse classroom that requires these teachers to adopt pedagogical strategies that address and cater for diversity. In response to these needs, this article discusses a case study of a research-informed professional development (PD) workshop designed to support Chinese language teachers to (1) identify ways that diversity manifests in the Aotearoa/NZ classroom and (2) figure out how to design for learning whilst accounting for diversity in Aotearoa/NZ. The workshop promoted a discussion on diversity from an inclusive, heterogeneous perspective, and introduced teachers to contemporary conceptual ideas connected to ‘teaching-as-design’, and to the Activity-Centred Analysis and Design (ACAD) framework. Teachers (N = 19) were randomly assigned to groups of three to five. Groups were encouraged to collaborate on the design of learning tasks that incorporated TBLT (Task-Based Language Teaching) and addressed diversity in the classroom. Analysis of their design activities and produced artefacts reveals that teachers’ understanding of diversity comprised many characteristics, they held a positive attitude towards being responsive to diversity, and were able to experiment with new design concepts and ideas using the ACAD toolkit. In particular, teachers were able to successfully expand the design of their learning tasks to include social and material design elements to address learner diversity. Findings also reveal teachers’ emerging awareness of their dual role as facilitators and as teacher-designers.

The Current Situation and Development of Chinese Language Education in Indonesian Universities in the New Era: A Case Study of the Department of Chinese Language, Universitas Sebelas Maret

Looking at the development of Chinese language education in Indonesia from the perspective of teaching Chinese as a foreign language, over the past few decades, considerable achievements have been achieved in the promotion of the Chinese language in Indonesia, with an increasing number of people learning Chinese language, even evolving the trend of the global Chinese language. This article explores the current situation and prospects of Chinese language education in Indonesian universities and the challenges and problems of Chinese language education in Indonesian universities. In promoting the development of Chinese language education, the academic community has gradually brewed some new ideas, hoping to encourage the globalization of Chinese language education through a brand-new structure, so that there will be further room for further development.