Teaching Chinese As A Foreign Language Research Articles

A Survey of Issues of Activity-Based Teaching in The Context of Teaching Chinese as a Foreign Language in Beijing

This study aims to explore the issues associated with activity-based teaching in the context of teaching Chinese as a foreign language (TCFL) in Beijing. This study adopts a descriptive quantitative survey method. To identify the issues encountered by teachers in activity-based teaching, we administered a questionnaire to collect data. The survey includes three aspects: activity design, activity implementation, and activity evaluation. The sample for this study comprises 234 TCFL teachers in Beijing. The results indicate that TCFL teachers are confronted with issues in the areas of activity design, implementation, and evaluation when conducting activity-based teaching.

A systematic review of the use of WeChat in teaching Chinese as a foreign language

Abstract Over the years, social media have gained popularity as tools for language teaching. The social media platform WeChat has been employed for teaching Chinese as a foreign language (TCFL). While studies have investigated the use of WeChat for TCFL, no systematic reviews have been conducted to provide an overview of existing research. This review article examines empirical studies on WeChat in TCFL, summarising their main characteristics, findings, and critically assessing the quality and relevance of the available evidence. Scopus and Web of Science were used as primary databases for this review. Relevant studies were identified by using keyword sets such as “WeChat Chinese language”, “WeChat Mandarin”, “WeChat Hanyu” and “WeChat Putonghua”. The review identified the contexts, research methods and themes of the selected articles. The main themes include language learning, social interactions, learner agency and motivation. The paper also discusses the implications of using WeChat for TCFL and highlights areas for future research. It is hoped that the insights provided here will inform the design and implementation of future courses that use WeChat or other technology-assisted applications for language teaching.

A systematic review of the use of virtual reality in teaching Chinese as a foreign language

Abstract The purpose of this review is to provide a thorough analysis of existing research on the implementation of virtual reality (VR) in teaching Chinese as a foreign language (TCFL). In recent years, there has been a growing interest in the potential benefits of VR for language learning, and multiple studies have explored its application in TCFL. However, to date, no systematic reviews on the specific uses of VR in TCFL have been conducted. This study aims to bridge this gap by conducting a comprehensive review of empirical articles on the topic, identified from the Scopus and Web of Science databases. The search terms include “VR”, “virtual reality”, and “Chinese language”. The findings of this review shed light on the current trends in VR-related publications in the field of TCFL, the research settings where VR is used to support learning, and the potential benefits and effectiveness of VR in enhancing Chinese language learning, such as linguistic growth, communication skills, motivation, and immersive and authentic learning contexts. The review also highlights the challenges and limitations of using this technology in TCFL. The significance of this review lies in its potential to inform educators, researchers, and practitioners interested in using VR in TCFL about the current state of research and its implications for language learning. It can also contribute to the development of best practices for the effective use of VR in TCFL, ultimately leading to improved language learning outcomes for students.

Yi Sheng Character Used in New Practical Chinese Reader Textbook (Volume 1-4)

In view of the current situation that the teaching of Chinese characters' pronunciation is relatively separated from the font and meaning in Teaching Chinese as a Foreign Language (TCFL), this thesis puts forward a plan to introduce the concept of "Yi Sheng character" in Shuowen Jiezi based on the fundamental, practicability and innovative of the New Practical Chinese Reader Textbook (Volume 1-4). This thesis analyses all the Yi Sheng characters and Yi Sheng components mentioned in the "Basic Chinese Characters" section of the New Practical Chinese Reader Textbooks (Volumes 1-4), discusses their associations with modern pronunciation by ancient or modern pronunciation, traditional or simplified Chinese character and phonemic component, in a bid to summarise the associations in meanings between the Yi Sheng components and the Yi Sheng characters. In this way, foreign Chinese learners can gain a holistic understanding of the pronunciation-font-meaning combination of basic Chinese characters.

Readability Evaluation of Books in Chinese as a Foreign Language Using the Machine Learning Algorithm

The arrival of the boom of teaching Chinese as a foreign language (TCFL) and personalized learning has led to a sharp increase in the demand for the Chinese language reading material. There are numerous reading materials available in Chinese for foreign students and learners to read and evaluate. The high-quality TCFL reading materials with reasonable arrangement can provide convenience for learners with different reading comprehension, interpretation abilities, and levels to master a language more quickly. Therefore, this study carries out an automatic readability assessment of books in Chinese as a foreign language. This paper comprehensively considers the factors affecting the difficulty of reading materials from the perspective of Chinese ontology based on the existing readability assessment research. Using natural language processing and a database management system to extract the features of books in Chinese as a foreign language, the text readability is evaluated with a statistical machine learning algorithm. The model is optimized by feature selection and sorting feature selection technology. The packaging feature selection technology is introduced to optimize the algorithm performance. The feature sets and each independent feature in the three dimensions of word meaning, part of speech, and discourse were optimized by the machine learning regression model based on certain evaluation indexes. Moreover, this work examined that the regression model is effective at identifying and recommending simpler textbooks for learning with difficult foreign language materials. For high-proficient learners, this approach significantly improves performance and measurement efficiency of reading books.

Grammar System of TCFL Driven by Neural Network Technology.

With the economy's continued and stable growth, China's political and economic influence in the international community has grown, and more and more friends from all over the world are requesting to learn Chinese and visit China. The growth of information technology and curriculum integration has had a significant impact on TCFL (teaching Chinese as a foreign language). Facing the new situation will enable us to gain a fresh perspective on the current state of TCFL grammar system research. Through specific teaching practice, this paper verifies the effectiveness of teaching Chinese as a foreign language and cultural vocabulary. This paper proposes a grammar error correction scheme based on hybrid models—Transformer model and N-gram model—that dynamically combine the outputs of different neural modules to improve the model's ability to capture semantic information, with the goal of correcting Chinese grammar errors. Experiments show that the Transformer and N-gram model-based Chinese grammar error correction strategy performs well in the global effect, and the overall performance is the best in the detection and positioning levels. At the detection level, the model in this document has the highest error correction accuracy of 0.64 and the highest recall rate of 0.67. The results show that adding an attention mechanism to a grammatical error correction model can improve its computational efficiency.

Chinese Language Teaching in Pakistan Problems and Solutions

The teaching of Chinese language in Pakistan has a history of more than 40 years, but it has only been in the past decade that it has become widespread. This paper aims to present a general overview of Chinese language teaching in Pakistani education system, to identify some of the theoretical issues and practical challenges this field is facing and finally propose the possible solutions to these problems. This is primarily a qualitative and descriptive study and questionnaire survey method has been employed to highlight the important issues and challenges that deserve serious attention from all stakeholders. Data analyses reveals that the Chinese language education in Pakistan is facing significant challenges in the area of Teaching Chinese as a Foreign Language (TCFL), pedagogy, curriculum and teaching material, teaching methodology, teacher’s professional development etc. The researcher recommends some solutions on the basis of these findings, which in turn can significantly influence the way Chinese language is being taught in Pakistan. This research is beneficial for all the stakeholders including policy makers, educationists, teachers, students, and researchers to help them incorporate TCFL into the Pakistani education system. Keywords: Teaching Chinese as Foreign Language, Challenges, Curriculum, Pedagogy

Advances in Research on Technological, Pedagogical, Didactical, and Social Competencies of Preservice TCFL Teachers

With the development of China, learning the Chinese language has received more and more attention from international students. Teaching Chinese as a foreign language (TCFL) is crucial for spreading Chinese culture and promoting cultural exchanges. In recent years it has become the focus of attention of many scholars, and the heterogeneous cultural backgrounds and diverse language needs of learners determine that TCFL should promote the development of students’ intercultural communication competence in language practice with the use of educational technology. In this study, 82 preservice teachers as an experiment group and 64 preservice teachers as a control group participated in this study; this research aims to improve the quality and level of TCFL, using innovative teaching tools as a means to target preservice TCFL teachers and create a teaching–learning design strategy based on the smart teaching tools Moso Teach (MT) and Rain Classroom (RC). The findings from this research show the importance of the use of smart teaching tools and the improvement of preservice teachers during the experiment compared to preservice teachers with traditional methods. This paper answers the following questions: (1) How to improve preservice TCFL teachers’ competencies by integrating smart teaching tools into their learning process? (2) How to integrate technological, pedagogical, didactic, and social competencies into preservice teachers’ daily teaching CFL?

Gender and Learners' Beliefs in Corrective Feedback in Learning Chinese as a Foreign Language: A Network Questionnaire Survey Report

This network questionnaire survey aims to confirm whether gender differences exist in learners’ beliefs in corrective feedback (CF) in learning Chinese as a foreign language (LCFL). Ninety-seven (53 male and 44 female) university learners of Chinese from 33 countries participated in the survey. The statistical results indicated that there were little significant differences in male and female learners’ beliefs in CF in LCFL except in two psychological effects in which male learners seemed more emotional or grateful to teachers’ correction; that culture did not influence male and female learners’ beliefs in CF; that self-correction and teachers’ correction are more welcomed than peers’; that immediate correction in specific contexts was preferred; that teachers were supposed to tell the learners where the mistake was before correcting it; that it was not confirmed whether direct or indirect correction was better; that learners’ preference of frequency of CF was between sometimes or often; and that negative effects of CF were not found. These findings may contribute to the Chinese teachers’ understanding of learners as individuals and to correction methods teachers adopt while confronting learners’ errors in teaching Chinese as a foreign language (TCFL) classes.

A Study on the Synergy of Different Modes in MOOC for Teaching Chinese as a Foreign Language

Guided by the theoretical framework of dynamic multimodal discourse analysis, this study examines the synergy among different modes in the multimodal discourse of MOOC for TCFL (Teaching Chinese as a Foreign Language). For this purpose, this study has been carried out using qualitative research methods to analyze the video of HSK Standard Course Level 1 --- Lesson 1 in Confucius Institutes Online from the perspective of the context of culture, the context of situation and the synergy between various modes. The results of this study show that on the one hand, in order to achieve different communicative goals, teachers will choose different modes of multimodal discourse communication. On the other hand, in the whole process of communication, auditory mode is the main mode, which is always in the foreground. The visual mode formed by teachers will be in the foreground only when they complement the auditory mode and form the complementary relationship. However, In the process of presentation, auditory mode and the visual mode formed by background images are both in the foreground and play a significant role in helping students understand in the teaching.

The learning of Mandarin to early childhood at Ar-rahmah islamic education school

Mandarin has been used as one of the subjects in Indonesia's schools including kindergarten/PAUD. However, many obstacles faced by the school. The lack of training and teaching staff of Mandarin for early childhood education moved the hearts of the USU Community Service Team to conduct Early Childhood Mandarin Learning training for pre- school educators in one of the Kindergarten schools in Medan, namely RA Ar -Rahmah. The method of this activity is intensive training with a blend of theory and practice as well as discussion and performance of the training results. Teaching Mandarin to educators is carried out with the principle of "Teaching Mandarin to young children" while still considering and respecting the position of participants as instructors who have different backgrounds and experiences. The training follows the principles of TCFL (Teaching Chinese as A Foreign Language) in the form of applicative and simple material through flashcards, folding paper, singing simple songs, how to introduce yourself, etc. The results of the teaching practice carried out were very satisfying and as expected.

Research on the Introduction of Cultural Factors in Teaching Chinese as a Foreign Language (TCFL)

Research on the Introduction of Cultural Factors in Teaching Chinese as a Foreign Language (TCFL)

A Case Study of Prosody of Chinese Synonyms

Semantic prosody, an important factor in the study of modern collocation, plays an important role in the Teaching Chinese as a Foreign Language (TCFL). By using retrieving function of online corpora and software, AntConc3.2.4w, this research compares the collocation and prosodies of two synonyms, "tiao" (choose) and "xuan" (select), in a large scale Chinese corpus BLCU Corpus Center (BCC) and an interlanguage corpus HUAYU. It is found that in the corpus of native speakers, "xuan" sometimes collocates abstract and negative nouns while "tiao" appears with concrete and neutral ones. However, foreign learners are confused by these synonyms, always using them with concrete and neutral nouns. This research also proves that the application of semantic prosody can enrich the content of lexical research and innovate vocabulary teaching methods in TCFL.

The Research on Chinese Idioms Educational Games in TCFL Based on Virtual Reality

In recent years, overseas set off a craze for learning Chinese. Chinese Idioms teaching is important but difficult for foreigners in Teaching Chinese as a Foreign Language (TCFL). The VR educational game should be a good choice to solve the problem with education, entertainment, and high immerse. In this study, Yu Gong moves the mountain' is designed as an example. Unity 3D is the main development tool, Leap Motion is interactive way, and also doing an interview with some findings and conclusions. Comparison of textbooks or teachers explaining, VR Chinese Idioms educational game can enhance most of the learners understanding with intense interest. However, the educational game should be integrated into more entertainment and it costs at least 10 minutes or more to adapt the operation of Leap Motion. In the further research, the VR Chinese Idioms educational games for the TCFL can be better gradually based on this research.

Physiological Mandarin Speech Corpus for the International Preparatory Students in China: Design and Initial Application

In order to visualize pronunciation teaching and explore the law of articulation evolution in TCFL (Teaching Chinese as a Foreign Language), we proposed an approach to design a physiology Mandarin speech corpus for the international preparatory students in China. Preparatory students are usually beginners to learn Mandarin, so they are selected as testers to gain the most real law of Mandarin articulation evolution. The corpus was different from an ordinary speech corpus. It consisted of not only text information (such as age, gender, nationality, mother language, Mandarin learning experience, etc.) and audio information, but also the physiological data (such as speech organs’ moving morphology). When the corpus was constructed, data were gathered by a supersonic collecting system because of its safety and low cost. In the initial experiment, 21 initial consonants, 36 simple or compound vowels and tones were tested. The results showed the corpus was significant in Mandarin teaching.

基於漢字構形學的對外漢字教學

this paper analyze the current status and existing problems of teaching Chinese as a foreign language(TCFL). New teachingmethods based on the theory and methodology of Chinese morphemic willdrive TCFL out of its downturn. It is more efficient to teach foreignstudents based on their own situation and the features of Chinesecharacters. With modern technologies, we can introduce foreignstudents the shape, purpose of construction and combination of Chinesecharacters, even the relations of Chinese characters and Chineseculture. 關鍵字:漢字構形學;漢字教學;教學模式;教學方法;教學效率

Linkit: a CALL system for learning Chinese characters, words, and phrases

Teaching Chinese as a foreign language (TCFL) is increasingly becoming a mainstream profession and an independent academic discipline. However, there is little research in CALL targeting the Chinese language to date. This research attempts to show how a CALL system can be constructed following the unique properties of the Chinese language so it can benefit the learner maximally. First, we analyze student journals to identify problematic areas for British students learning Chinese as a foreign language, which seem to spread across levels of phonology, morphology, orthography, and vocabulary in an inextricable fashion. To address this issue, we designed a hierarchical network model linking levels of sound, syllables, characters, words, and phrases together in the form of nodes and connections. Current implementation of the model is a CALL system nicknamed Linkit, which can work alongside a textbook or a corpus, offering interconnected elements of the Chinese language such as the syllable, the character, the word, and the phrase on the same screen. The purpose of the design is for students to view a Chinese character not just as a character, but to see how it relates to other homophonic characters by appreciating the underlying phonological similarities and how the character can develop into a word or a phrase. We suggest that the emphasis on this type of continuity is a key factor in designing Chinese-specific CALL programs.