Teaching Chinese As A Second Language Research Articles

The Role and Prospects of Confucianism in Teaching Chinese as a Second Language

Confucianism, deeply rooted in China’s historical and philosophical tradition, offers profound insights and potential enlightenment for the pedagogical landscape of Teaching Chinese as a Second Language (TCSL). This paper delineates the multifaceted impact of Confucian thought on TCSL education and charts a course for its prospective integration.

Analysis of The Use of Chinese Degree Adverbs by Indonesian Students

Abstract. Degree adverbs are one of the important and difficult learning points in Teaching Chinese as a second language (TCSL). Commonly, Chinese degree adverbs are divided into two types and four levels. Each type and level have different collocations, semantic features, etc. According to the academic article collections in CNKI and google scholar, research on Chinese degree adverbs from the perspective of TCSL for Indonesian students is still very limited. This study discusses the use of Chinese degree Adverbs by Indonesian students. This study aims to describe the student selection of Chinese degree adverbs and to find the most frequent error types in using four commonly used comparative degree adverbs: low-level ‘shaowei’, medium-level ‘bijiao’, high-level ‘geng’, and extreme-level ‘zui’. The approach to this study is a quantitative-qualitative method. The samples are Chinese Department students at one of the universities in Bandung city. The data was collected from two exercises. This study applies the error analysis procedure introduced by McDowell to find the most frequent error types. The result shows that the students tend to use pure degree adverbs, and the most used pure degree adverb is high-level ‘hen’, followed by its synonymous words ‘tebie’, ‘feichang’, ‘tai’, and ‘shifen’. In using synonymous degree adverbs, students tend to use the first learned word. The form of exercises in the teaching material should encourage the student to use more varied degree adverbs. The most frequent error types in using four different levels of comparative degree adverbs are selection in bijiao word sentences and zui word sentences, misordering of degree adverbs, and the omission of complement ‘yidianr/yixie’ in shaowei word sentences. The major cause of the errors is intralingual interference. This study made some suggestions for the improvement of Chinese degree adverbs teaching material based on the findings.Keywords: Chinese Degree Adverbs, Selection Tendencies, Frequent Error Types, Indonesian Students

Second Language Teaching with a Focus on Different Learner Cultures for Sustainable Learner Development: The Case of Sino-Korean Vocabulary

Second language teaching (SLT) focuses on the cultural backgrounds of different learners. This not only facilitates the construction of knowledge using the learner’s identity, but also helps learners acquire skills for cross-cultural communication, both of which are needed for learners to develop sustainably. Sino-Korean vocabulary is an important element in the representation of Korean culture and in teaching the Chinese language to Korean speakers. In addition, it is a means of promoting the Teaching Chinese as a Second language (TCSL) to achieve sustainable development for Korean learners. Much of the research on Sino-Korean vocabulary has focused on the similarities between Chinese and Korean cultures that facilitate Korean learners’ understanding and use of Sino-Korean vocabulary, but little attention has been paid to the role played by cultural Sino-Korean vocabulary that represent the distinctive Korean culture. We collected a news corpus on six major themes from the NAVER website in Korea from between 2010 and 2020. The keywords were extracted using the TF–IDF algorithm and then transcribed and culled to form a distinctive cultural Sino-Korean vocabulary corpus. We examined the Korean Version of Experience Chinese: Living in China (Ti yan Han yu Sheng huo pian) and suggested that a collection of Sino-Korean vocabulary that are culturally distinctive to the learner’s home country can provide a more pedagogically meaningful addition to the selection of words for TCSL textbooks. These words, based on similarities, further enable Korean learners to acquire a sense of familiarity with, and belonging to, their identity, and thus acquire the Chinese language, and also facilitate expression in intercultural communication. By extracting the distinctive Korean cultural Sino-Korean vocabulary and discovering their value in terms of TCSL educational material, we can promote the sustainable development of Korean learners.

Research on the Online Classroom Mode of Chinese Teaching Based on Multimodal Discourse Theory

Under the background of the global COVID-19 pandemic and the limited entry of international students, the number of overseas students in China has decreased significantly, and the teaching Chinese as a second language (TCSL) has entered a slow development stage. Due to the low learning efficiency of online classroom teaching and the lack of support for the target-language environment, online TCSL cannot be popularized and promoted. To solve the drawbacks and develop a new way of online teaching, this paper combines multimodal theory with the online class of TCSL to explore the new teaching model.

Pre-service teachers’ perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language

There is an urgent need to address the critical demand for qualified Chinese language teachers against the background of China’s seeking greater Sino–foreign cultural and educational cooperation. The literature on integrating technological pedagogical content knowledge (TPACK) in language teaching has been increasing in the last few years. However, most of these studies focus on English language teachers. The objective of this study was to examine pre-service teachers’ understanding of TPACK for teaching Chinese as a second language (TCSL). This study investigated the TPACK factor structure of 286 pre-service TCSL teachers via exploratory factor analysis, which yielded a six-factor structure. The results revealed that the teachers could not distinguish the boundaries between technological pedagogical knowledge (TPK) and technological content knowledge (TCK); and TPK and synthesized TPACK. Further, confirmatory factor analysis using structural equation modeling substantiated the validity and reliability of the adapted 32-item TCSL-TPACK survey instrument. The study also found that the teachers were slightly satisfied with their overall TPACK but were least confident of their technological knowledge (TK), and the more experienced teachers exhibited higher confidence in all six factors. These findings not only remind educators and policymakers of the need to revise current teacher training programs but also persuade TCSL student teachers to explore methods that can help integrate technology into lesson designs.

A Study of Cultural Elements in High Level Chinese Language Textbooks for Primary National School

This study examines the cultural elements in Teaching Chinese as a Second Language (TCSL) based on six high-level of National Primary School’s Chinese Language (BCSK) textbooks, which are textbooks of BCSK KBSR (Primary School Integrated Curriculum) Standard four to Standard six and textbooks of BCSK KSSR (Primary School Standard Curriculum) Standard four to Standard six in order to investigate the changes of cultural elements content and describe the features of cultural elements in this two sets of high-level BCSK textbooks. Researcher has used library research methods and information technology methods to collect data and then use quantitative and qualitative analysis methods to calculate cultural elements in high-level BCSK textbooks by referenced to the criteria of classification of cultural elements which designed by researcher based on previous studies as well as the references of TCSL experts. The results showed that (1) high level BCSK KSSR textbooks are found that had more cultural elements for the total number of 622 compared to 522 in high-level BCSK KBSR textbook with the increasing of 19.16% and (2) high-level BCSK KSSR textbooks can be said to be more ideal to fostering communicative competence as the cultural elements in this set of BCSK textbooks are more geared towards communicative cultural elements with a record rate of 46.30% compared to 39.27% only in high-level BCSK KBSR textbooks.

On the Causes of Tcsl Teachers' Stress and Anxiety Coming from Teaching Online

Teachers' psychological and emotional conditions plays a vital and essential impact on their students and the whole teaching and learning process. Based on the interviews with teachers and their students and classroom observation, the Online teaching and learning activities puts some amount of stress and burden on TCSL (teaching Chinese as a second language) teachers when they have to make sure their online teaching has the same good effects as their offline teaching. This paper centres on the features of online teaching from TCSL teachers’ perspective, and make a detailed analysis on the factors contributing their fears and anxieties from 3 different angles of physical teaching settings, their foreign students and TCSL teachers themselves. In the last part, some measures which potentially works well are put forward to reduce TCSL teachers fears and anxieties, giving a helping hand to them to carry out their online teaching more effectively.

Psychological Verbs of Modern Chinese in TCSL

We mainly studies the modern Chinese psychological verbs in TCSL (Teaching Chinese as a second language), focusing on the key and difficult problems in TCSL classroom teaching. The paper first reviews the previous studies on psychological verbs of modern Chinese, and confirms 27 psychological verbs in the vocabulary syllabus of new Chinese proficiency test as the research objects. We find that the teaching focus of psychological verbs in Chinese as a second language teaching (TCSL) is the syntactic function difference between psychological verbs and other related parts of speech, as well as the synonym discrimination of psychological verbs.

Exploring the meanings and grammatical functions of idioms in teaching Chinese as a second language

AbstractIdioms are an important part of Teaching Chinese as a Second Language (TCSL), but current research on the meanings and grammatical functions of idioms is still quite weak. This study selected commonly used idioms in TCSL, extracted sentences containing these idioms from large‐scale modern Chinese corpora, and manually annotated the meaning and grammatical functions of each idiom in these sentences. It then analyzed the characteristics of the idioms in TCSL and revealed the importance of meanings and grammatical functions in idiom teaching. This study further examined the problems of the idioms in textbooks and learner's dictionaries, proposed methods and principles for setting example sentences, and introduced how to carry out idiom teaching. This research not only provides theoretical and practical references for Chinese language teachers and learners, but also helps to promote the development of textbook editing, dictionary compilation, and idiom teaching.

Innovative Improvised Low-Cost Wiimote Interactive Whiteboard (IW-IWB) Learning Tool For Teaching Chinese As A Second Language (TCSL)

The aim of this study is to understand the effectiveness of Improvised Low-cost Wiimote Interactive Whiteboards (Iw-IWB) as educational technology learning tool for Teaching Chinese as Second Language (TCSL) for lower primary pupils in government schools in Malaysia settings. This study are to design and develop an improvised Wiimote IWBs and to identify how far the new innovation leaning tool, the improvised version of interactive whiteboards, could improve pupils’ achievement and their learning motivation in learning Chinese as a Second Language (TCSL). A total number of 46 lower primary pupils study in government schools have involved in this study. The participants were split into two groups (treatment and control). The treatment group used the new developed improvised low-cost Wiimote interactive whiteboards (IWBs) to teach and learn Chinese characters, while the control group used traditional pedagogy. In this study, researchers have design and develop the improvised version of interactive whiteboard and thereafter using pre-test and post-test to identify the effectiveness of the new developed learning tool to enhanced pupils achievement and learning motivation in learning TCSL. The outcomes of the study showed that there has no difference in the students’ achievement and level of motivation between the classes with and without the use of improvised low-cost Wiimote IWB. However, the students’ achievement did show significant improvement before and after the use of Wiimote interactive whiteboard. Implication, improvised low-cost Wiimote IWB is a low-cost alternative which has potential to replace the expensive interactive whiteboard that many schools and teachers could not afford.

The application of a game method in teaching chinese: a case of confucius institute at v.n. karazin kharkiv national university

In teaching Chinese as a second language, the game method refers to the method in which the teacher uses the means of fun, flexibility and diversity to spark the enthusiasm of the students or to consolidate what they have learned. And the games can be used before the start of the class, in the middle of the class or before the end of the class. In addition, this approach can be adopted from in the primary schools to universities, from the Chinese learning beginners to the advanced Chinese learners. With the increasing people studying Chinese abroad recent years, the method of traditional Chinese teaching approach has been challenged. Due to the different cultural backgrounds of students, the Chinese teachers might find that it is very difficult for foreign students to focus on the Chinese learning in the class, because they can not adapt themselves to that kind of exam-oriented teaching method Chinese teachers usually adopt and the cram-studying way many Chinese students used. However, as there are more and more young teachers devoted themselves to the Chinese teaching career, this method of “education through fun” has also attracted more and more attention from the TCSL (Teaching Chinese as a Second Language) teachers, those young teachers in particular, as they came to realize that “the aim of teaching the second language is no doubt to develop the communication skills of those learners”. Therefore, more TCSL teachers have begun to transform from the traditional Chinese class model of “teacher-centered” to a brand new model of “student-centered”, and the “game method” plays a particularly important role in the latter. Based on the author’s experience, the author has illustrated eight games implemented in the class of HSK Level 2 in Confucius Institute at Kharkiv National University in Ukraine as example. The author is going to discuss the entire procure of implementing the games, including the name of the game, the advantages and disadvantages of the games and so on. Apart from the mentioned above, the author is going to discuss the aspects teachers should pay attention to the process of the game in the class and the role teachers should play in the application of the game method from three dimensions.

Barthes’s Semiotic Theory and the TCSL Classroom

Abstract With the help of Chinese reform and the opening-up policy, as well as the global cultural fusion, TCSL (Teaching Chinese as a Second Language) is gradually growing into a hot research field where more and more research has been conducted to solve difficulties in practical teaching. However, little of this is concerned with the semiotic value of the TCSL classroom. To fill this research gap, this paper innovatively regards the TCSL classroom as a special semiotic text and applies Roland Barthes’ textual analysis theory into the TCSL classroom. Through a series of theoretical analyses and case studies, it aims at exploring the mutual connection between Barthes’ free text and the TCSL classroom and elaborating five codes existing in the TCSL classroom. At the same time, a new plural teaching model is expected to be constructed which can realize the democratic communication between the teacher and students, bring students’ subjective initiative into full play and eventually achieve the goal of mutual learning.

Vocabulary Teaching Methods for Beginners and Intermediate Level Students in TCSL

This paper puts forward the importance and necessity of vocabulary teaching in TCSL and the methods of teaching Chinese characters and words to international students of elementary and intermediate levels. This paper consists of four parts: introduction, importance and necessity of teaching Chinese characters and words in Teaching Chinese as a Second Language (TCSL), methods of teaching Chinese characters and words to international students, conclusion and implications.

The Effects of Blended Learning Approach through an Interactive Multimedia E-Book on Students’ Achievement in Learning Chinese as a Second Language at Tertiary Level

Almost all higher institutions in Malaysia offer Chinese as a second language (some may consider as a third language) course. Universiti Tunku Abdul Rahman offers an elective subject called ’Introduction to Chinese Language I’ to teach the basis of Chinese to non-Chinese educated students. In general, the majority of foreign language is taught face-to-face in classrooms. There are three crucial challenges in learning Chinese as a second language: pronunciation, Chinese writing, and verbal communication skills. Hence, Chinese language is recognized as one of the most challenging and difficult languages to master. Teaching a language in the classroom improves significantly when technology complements and extends the functionality of the traditional methods. In view of the limitations of traditional instruction and e-learning approaches, this paper explores the possibilities of introducing a blended learning approach in TCSL (Teaching Chinese as a Second Language) classrooms at a tertiary level. The focus of this study is to determine the efficiency of the blended learning environment in which instructions are imparted through the blend of existing instructional methods and an interactive multimedia e-book. It also studies the impact on students’ achievement in Chinese language proficiency.