Chinese Teachers Research Articles

A Study on Using Computer-Assisted Language Learning to Shape a Real Environment for Learning Chinese as a Foreign Language

With the development of technology, more and more technologies are being applied to the teaching of essential Chinese. This study will investigate whether technology can be applied in the process of teaching Chinese as a foreign language, creating a Chinese learning environment through Computer-Assisted Language Learning (CALL), etc. to assist learners in better learning Chinese. CALL can provide learners with a more immersive learning environment through virtual reality, artificial intelligence, online classrooms, and other means. Instead of a teacher-centered classroom centered on students, the focus is on cultivating their language abilities, not just for paper-based dumb Chinese, striving to focus on vocabulary, sentence grammar and cultural aspects to assist learners in better learning Chinese. Multiple studies have also shown that the use of technology to create a Chinese learning environment is beneficial for Chinese learners to learn Chinese. At the same time, this learning method is beneficial for reducing learners' pressure and enhancing their interest. In addition, learning Chinese in such a language environment which is more beneficial for learners to deepen their impression of the content they are learning, understand Chinese culture, better use Chinese for communication, and enhance their Chinese language proficiency.

Factors Influencing Chinese Teachers’ Perceptions of Students with Special Education Needs: A Structural Equation Modeling

This study examined teachers’ perceptions and attitudes toward students with special education needs (SEN) in primary and secondary schools in Foshan city located in the Guangdong province. The factors affecting teachers’ perceptions were investigated through a survey with 1,424 participants. The results indicated that the teachers’ perceptions of students with SEN were influenced by gender, age, class teacher role, administrator role, subject taught, type of disability of students, school support resources, and job demands. The findings extended current understanding of the influential factors on teacher’s perception. Moreover, it raised a concern for school level support that will contribute to the building of inclusive environment. Re-examination of the inclusive policy from the perspective of a whole school support approach is recommended.

Language aptitude and its links with metalinguistic knowledge, self-efficacy, anxiety, and language maintenance in multilingual language teachers

Language teachers cannot help their students develop high levels of metalinguistic knowledge and language aptitude if they themselves are found lacking in these abilities. This article reports on a study that utilised a descriptive correlational mixed-methods research design to gather data from 89 multilingual teachers of English, Chinese, French, German, and Spanish from secondary schools regarding the relationship between their language aptitude, metalinguistic knowledge, language maintenance habits, self-efficacy, and anxiety. The findings revealed that participants’ metalinguistic knowledge, anxiety, and formally acquired multilingualism positively correlated with their language aptitude. Moreover, those possessing advanced language aptitude engaged in language maintenance habits that were both quantitatively and qualitatively different from those who exhibited weaker aptitude.

BUILDING E-LEARNING LECTURES FOR TEACHING FOR CHINESE LANGUAGE STUDENTS, HANOI OPEN UNIVERSITY

Building digital learning materials in higher education is an urgent task in the national digital transformation. For the major in Chinese language studies, the E-learning lecture system serving Chinese language teaching enables learners to access knowledge faster, learn anywhere and learn at any time, helping them avoid excessive travel and missing work. In addition, accessing properly designed online courses will be easier for people with disabilities, such as those who are deaf or blind or have dyslexia. Authentic testing, Test designers can create highly authentic simulations. Many online learners prefer to review and test their level on their own without anyone supervising and grading. Furthermore, learners can decide their own learning, only learning what is needed such as skipping, skimming, and relearning what is needed at levels and speeds that are appropriated for them. Individualized learning is highly effective, especially in teaching Chinese, so designing electronic lessons to serve the teaching of Chinese is necessary for the Chinese Department at Hanoi Open University today.

Examining Chinese Language Learning Among Chinese Students in District 5, Ho Chi Minh City, Vietnam

This article aims to address the gap in understanding the current state of Chinese language learning among the Chinese community in District 5, Ho Chi Minh City, Vietnam. It begins by surveying the local Chinese community's learning situation and needs, analyzing data to identify challenges and influential factors in Chinese language education. The study specifically focuses on the declining situation at the Tran Boi Co School's Language Centre. Based on these findings, the paper offers targeted suggestions for improvements in Chinese language teaching at the school.

Examining Chinese teachers’ emotional vulnerability of teaching international students in an English medium instruction programme

Despite the fact that a growing number of studies have begun to focus on stakeholders' emotions in English medium instruction (EMI) settings, little is known, particularly about teachers' emotional vulnerability in EMI teaching. Situating teachers' emotional vulnerability as a sociocultural and ideological construct, this study seeks to investigate Chinese EMI teachers' emotional vulnerability of teaching international students in Southwest China. Based on a larger critical sociolinguistic ethnography, the findings reveal a slew of social, ideological, institutional, and personal factors that mediate Chinese EMI teachers' emotional vulnerability, indicating that their emotional vulnerability is largely influenced by the discourses of neoliberalism and performativity, which are dominated by the ideology of English hegemony, top-down evaluation mechanisms, and power relations. Simultaneously, Chinese EMI teachers' emotional vulnerability also can be transformed into agencies for possible alternatives. The paper concludes with some practical implications for mitigating the negative effects of emotional vulnerability on EMI teachers. The article contributes to raise a greater recognition of teachers' emotional vulnerability in EMI higher education contexts by sparking a critical discussion about how to promote the awareness of stakeholders’ emotional vulnerability and well being in policy making and curriculum design.

Exploring the symptom patterns of depression and anxiety among teachers during COVID-19: A latent profile analysis.

The present study used the latent profile analysis (LPA) approach to explore the symptom patterns of depression and anxiety among Chinese teachers during COVID-19 and its relationship with fear of COVID-19 and suicidal ideation. A sample of 6,121 teachers from primary and secondary schools in a district-level administrative unit in southern China was used. The LPA was employed to identify different symptom patterns of depression and anxiety. We subsequently used logistic regression to analyze the effects of demographic variables on the different profiles. The Bolck-Croon-Hagenaars method assessed the relationships between each profile and fear of COVID-19 and suicidal ideation. The study identified five significant latent profiles and two subtypes in the moderate psychological disorder group. We also found that gender, professional title, and age significantly influenced the distribution of the profiles. The risk for both fear of COVID-19 and suicidal ideation was highest in the severe psychological disorder group. The high anxiety subtype had a significantly greater fear of the new coronavirus epidemic than the high depression subtype, which had a significantly higher level of suicidal ideation than the high anxiety subtype. The profiles we identified have distinct features that confirm their unique patterns of symptom endorsement. Our study may have important implications for early warning and intervention in teacher mental health. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Comparison and Analysis of Chinese Language Teachers and International Chinese Teachers: A Case Study

In recent years, with the increasing influence of international Chinese education, some Chinese language teachers have also begun to engage in the work of international Chinese teachers. To address the various issues that may arise when Chinese language teachers transition to international Chinese teachers, this study adopts a case-comparison method. It involves interviewing both Chinese language teachers and international Chinese teachers, observing and evaluating their teaching, and then processing and analyzing the data. Based on the findings, the study provides insights and suggestions for teachers before and after taking up their international teaching positions, which are of positive significance for the construction of the team of international Chinese teachers.

A Study on the Teaching of Chinese Characters in the Chinese Department of Eötvös Loránd University

The teaching of Chinese characters is a “big problem” in teaching Chineseas a foreign language, especially for learners who are not in the cultural circle of Chinese characters, it is the biggest difficulty in learning process. This article analyzes the current situation of Chinese character teaching in the Chinese Department of Eötvös Loránd University from the aspects of teaching materials, teachers and teaching methods, points out the advantages and disadvantages, and proposes corresponding teaching strategies in order to improve the teaching effect of Chinese characters.

Motivation Research among Chinese Language Learners in the Chinese Department at Eötvös Loránd University, Hungary

By investigating the motivation to learn Chinese among BA and MA students in the Chinese Department of Eötvös Loránd University, this study explores the main characteristics of learners at the language level, learner level, and learning context level, as well as the similarities and differences in learning motivation among learners of different Chinese proficiency levels. Moreover, this study discusses how to stimulate and maintain learners’ motivations to learn in order to ensure the sustainable and vigorous development of Chinese teaching in Hungary.

How to form shared objects to enhance university-school collaboration? A cultural-historical activity theory perspective.

University-school (U-S) collaboration has proven to be an effective approach for teacher professional development, but it could be hampered by the lack of shared objects. To understand how shared objects are formed in U-S collaboration, this research established a university-school collaborated Change Laboratory in W primary school based on cultural-historical activity theory, which is under the background of Chinese teaching research activity. Recordings of meetings throughout the year were transcribed into texts and coded, and then analyzed via the method of grounded theory and contradiction analysis. The findings reveal that, in comparison to previous studies regarding shared object formation process, this study identified an special phase named "experimental object," which highlights the significance of experimentation in U-S collaboration. Also, multiple contradictions are recognized as the driving force for shared object formation which would gradually transform into fundamental conflicts between tools. The main contradictions identified include those between scientific and daily concepts, university culture and school culture, as well as new experiment and old routine. The current study implicates that U-S collaboration is an expansive learning process to acquire unknown knowledge, which necessitates both parties engaging in exploration and experimentation together. Furthermore, shared object formation within U-S collaboration requires participants to focus on developing teaching tools while consciously undergoing changes in aspects such as logic of thinking, culture and routine.

Free play and pedagogical play: a multiple-case study of teachers’ views of play in Chinese early learning centers

ObjectiveGrounded in theories of globalization, this qualitative case study aimed to explore the understanding of play among Chinese teachers in private, for-profit Western style early learning centers.MethodsThe study encompassed 16 Chinese teachers working in four Western-style early learning centers. Data were gathered through semi-structured interviews. Following separate thematic analyses of each case, a cross-case analysis was conducted to compare and contrast the emerging themes, elucidating both commonalities and distinctions across the four cases.ResultsThe findings from all four cases revealed a categorization of play into two main types: “play in class’” and “play out of class.” “Play out of class” was characterized as unstructured, enjoyable, and creative, emphasizing child autonomy and spontaneous learning. In contrast, “play in class” pertained to play-based curricula that were thoughtfully designed to align with specific teaching goals and learning objectives. It was seen as a structured method for fostering learning, highlighting the developmental appropriateness of such approaches.Conclusion:These findings underscore the educators’ recognition of the significance of play; however, it also illustrates that their perceptions have been shaped by the prevailing emphasis on children’s achievements in Chinese society.

Exploring ethical decision-making in Chinese early childhood teachers

ABSTRACT With the advancement of Chinese teacher ethics, the significance of professional ethics among kindergarten teachers has gained prominence. Early childhood professional practice encompasses intricate ethical dilemmas that teachers must promptly identify and address. Consequently, the ability to make ethical decisions has become a crucial skill in teachers’ professional ethical practice. This study investigates the ethical dilemmas and decision-making of Chinese kindergarten teachers (N = 19) through semi-structured interviews and non-participant observation in a specific kindergarten setting. The findings reveal that Chinese kindergarten teachers face ethical dilemmas that revolve around four main themes: matters related to teacher’s work, matters related to parental expectations and requirements, matters related staff’s behaviour, conflicts between common rules. Chinese kindergarten teachers’ ethical decision-making can be categorised into four main types: inadvertently ignoring or giving less consideration, avoiding, delegating, and dialogue. Given China’s current focus on strengthening teacher ethics at the policy level, the results of this research hold significant reference value for enhancing the quality of teacher-child interaction and teachers’ ethical standards.

Power and solidarity in pronominal forms of address: A case study of Chinese and Russian teacher-student interactions

In the evolving landscape of global education, understanding the intricacies of interpersonal dynamics in academic settings across different linguacultures is paramount for building effective multicultural teaching environments. This study investigates the usage of T/V pronominal forms of address within teacher-student interactions in Chinese and Russian academic contexts. It aims to reveal similarities and differences in the usage of pronominal forms of address in the two linguacultural contexts and unveil the impact of sociocultural factors, namely power and solidarity, on their choice. The data were obtained from a parallel questionnaire survey with the participation of 360 students (260 Chinese mainland students and 100 Russian students) and an interview with 30 students from each country. Employing a comprehensive dual-methodology approach, this study combines quantitative analyses of T/V forms of address frequencies with qualitative insights on their pragmatics, appropriateness, and students’ preferences from interviews. The findings revealed distinct T/V form usage strategies in Chinese and Russian academic discourse. They showed that Chinese teachers predominantly use the T form for students, while students use both V and T forms for teachers. Conversely, Russian settings show a prevalence of the reciprocal V form in teacher-student interactions, with some limited usage of the T form by teachers with students. The results underscore the significance of hierarchical relationships, the demonstration of power distance, and, at the same time, solidarity in the Chinese context, while Russian students and teachers emphasise reciprocal formality in relationships and maintain boundaries. We suggest that different types of interaction between teachers and students in two cultural contexts are due to differences in the sociocultural organisation of society and cultural values. The study provides insights for educators and researchers navigating linguistic and cultural diversity in academic contexts and contributes to effective interaction in a multicultural educational environment.

A Study on the Integration of Chinese Culture in High School English Teaching

The inseparable relationship between language and culture indicates that culture teaching is indispensable in English teaching. The ultimate goal of culture teaching in English teaching is to cultivate learners’ cross-cultural communication skills. Cross-cultural communication is a two-way process, which requires not only knowledge of English culture but also the use of English as a medium for disseminating Chinese culture to the outside world. However, in actual English teaching, the teaching of Chinese culture is a mere formality, and the teaching effect is not obvious. Therefore, it is necessary to conduct a survey and research on Chinese culture teaching in high school English classrooms to understand its current situation, existing problems, and their causes, so as to provide suggestions for Chinese culture teaching in high school.

A Study on the Pedagogical Application of Chinese New Year Culture in International Chinese Language Education

Culture teaching is an inseparable part of International Chinese Language Education, and it has great significance in international Chinese language teaching. Students can enhance their interest in Chinese language learning and improve their learning effect through understanding the excellent traditional Chinese culture, at the same time, culture teaching can help to disseminate the Chinese culture and promote the development of a multicultural world. Taking the teaching of Chinese New Year culture as an example, we analyze the current teaching materials involving Chinese New Year culture with high popularity and acceptance, put forward effective teaching methods matching the feasibility of teaching Chinese New Year culture, and then present the specific teaching design of Chinese New Year culture, in order to provide references for the teaching of culture in International Chinese Language Education.

Exploring the Role of Efficacy of Inclusive Instructions, Efficacy Collaboration, Efficacy Managing Behavior on Inclusive Practice among Teachers

Exploring the Role of Efficacy of Inclusive Instructions, Efficacy Collaboration, Efficacy Managing Behavior on Inclusive Practice among Teachers

Language transfers in third language acquisition of Chinese by intermediate level German and English native speakers: evidence from a behavioral experiment online.

The paper investigates language transfers in third language acquisition of Chinese by native German and English speakers at intermediate level. Subjects are divided into two groups and complete a Grammaticality Judgment and Correction Task through a behavioral experiment online. The results from multiple sources show that: (1) both L1 and L2 are sources of language transfers and the perceived crosslinguistic similarity of abstract structural properties serves as the main reason; (2) language transfers can be non-facilitative on L3 learning; (3) as L3 proficiency level improves, the less likely learners are to be affected by non-facilitative language transfers in L3 learning, but it may not disappear completely; (4) the background language with higher proficiency level is more likely to impose language transfers in L3 learning. The research suggests that language transfers in TLA are simultaneously regulated by a number of factors, such as similarities of abstract structural properties between background languages and L3, as well as language proficiency levels. At the end, we discuss the application of the results to Chinese language teaching.

Fostering Interculturality in Foreign Language Teaching Literature in a Chinese Language Classroom

Since its earlier theorizations in the 1990s, interculturality has gained increasing prominence in the field of foreign language pedagogy. Interculturality calls for the acquisition of a complex set of knowledge, skills, and attitudes that makes any separation between language and culture in foreign language teaching untenable. This article examines the potential of literature for an intercultural approach to Chinese language teaching in Italian upper secondary school, also known as ‘high school’. A reflection on what constitutes Chinese culture and the place of literature in the teaching of Chinese provides the background against which an empirical pedagogical experiment is presented. The teaching experience involves the use of a Chinese authentic literary text to promote an intercultural approach to two seemingly unrelated topics: Chinese New Year travel rush and sexual harassment. The activity shows the affordance of literature for developing an intercultural approach to diversity and complexity beyond simplification and orientalizing epistemologies.

Virtual reality: innovation drive of Chinese teaching reform

Virtual reality: innovation drive of Chinese teaching reform