Implicit Learning and Explicit Learning in the Context of Teaching Chinese as a Foreign Language By Analyzing the Textbook Kuaile Hanyu

With the rising status of China in the world in the economic, political and cultural aspects, Teaching Chinese as a Foreign Language （TCFL） is becoming more and more prevalent across the world. Britain is the country where the Chinese is taught and learnt earlier than other Western countries. Take the students in Confucius Institute of Newcastle University in UK for example, due to the students＇ different backgrounds and also different ages and language foundations, whether the Chinese teaching materials can meet their motivations and needs is a problem worth further investigation by Chinese language teachers. Therefore, concerning the leamers＇ different ages and cognitive ability, this paper aims to analyze the textbook named Kuaile Hanyu （Happy Chinese） in terms of its advantages and disadvantages, in hope to evaluate whether it is appropriate to different learners and propose a few suggestions for the Chinese materials in the future. Simultaneously, fi＇om perspective of implicit learning and explicit learning, a tentative study is carried out on the influence of implicit and explicit leaming in TCFL context.

On the Cognition of Second Language Mental Lexicon and Teaching Chinese as a Foreign Language

Teaching Chinese as a foreign language is actually the teaching of Chinese as a second language by international Chinese teachers.People must learn vocabulary as a language element in the process of language acquisition.Without vocabulary,there is no language.When we master the vocabulary of a language,we rely on mental lexicon,which is vocabulary that has been stored in the brain for a long time.Through the study of second language mental lexicon,it can be used effectively,and corresponding teaching methods can be used in the vocabulary teaching of Chinese as a foreign language to help students learn Chinese quickly and effectively.

A Comparison of the Character,Target and Content of Teaching Chinese as a Foreign Language and the Chinese Courses at Primary School

This article examines the opinion that teaching Chinese as a foreign language(TCFL)is equivalent to teaching Chinese at primary school by analyzing the differences between the character,target and content of the two courses and reasons for their differences to provide theories and practical support for a more reasonable and effective teaching.

On the Roles of Cultural and Artistic Features of Dialects in Teaching Chinese as a Foreign Language

As a Chinese dialect that bears the greatest resemblance to Standard Mandarin,Northeastern Mandarin is the closest relative of Standard Mandarin in terms of vocabularies,rhetorical devices and grammatical rules.The traditional Chinese folk culture of Errenzhuan(two-people rotation)1 is an epitome of traditional Chinese culture,full of humor and wittiness.This paper aims to explore the necessity and feasibility of incorporating Errenzhuan into teaching Chinese as a foreign language as a way to spark greater student interest,increase the fun of learning and enrich teaching methods,which ultimately serves to improve the quality of Chinese teaching worldwide,spread traditional Chinese folk culture and strengthen China’s cultural confidence.

The Role and Application of Situational Teaching in Teaching Chinese as a Foreign Language-A Case Study of Primary Oral English Class

The law of language learning has a theoretical basis.Language learning is a process of active learning,not of passive acceptance.Situational teaching is the extension and development of constructivist teaching.The correct use of situational teaching can stimulate students 125 interest,facilitate a harmonious relationship between teachers and students,as well as promote the cultivation of other skills among students,so as to improve the teaching quality of oral Chinese teaching as a foreign language and effectively complete the teaching task.However,there are some issues that should be emphasized when using the situational teaching method,such as how to create situations effectively,the problems that teachers should pay attention to when creating situations,and the principles of creating situations.

A Case Study on the Pattern of Classroom Discourse in Teaching Chinese as a Foreign Language

Based on the IRF(initiation,response,and feedback)classroom discourse structure model proposed by Sinclair and Coulthard,this research analyzes and studies the actual corpus of Chinese classroom teaching in Thailand,focusing on the structural model of teacher-student communication discourse,mainly from two aspects of teachers'feedback.On the one hand,it investigates whether IRF is fully applicable to Chinese classroom teaching and whether there are special situations to it.On the other hand,it attempts to summarize the discourse structure model of Chinese classroom teaching and explores the application of the research results in helping Chinese teachers improve their teaching quality in hope that constructive suggestions can be proposed for teaching Chinese as a foreign language.

Analysis of Pragmatic Failures and Strategies for Teaching Chinese as a Foreign Language

Cross-cultural communication has become an essential course for international students.As foreign students have different cultural backgrounds and languages,pragmatic failures are inevitable for them when communicating in Chinese,thus resulting in unpleasant communication.In order to effectively reduce pragmatic failures,it is necessary to analyze the problems that arise in the process of teaching Chinese as a foreign language and determine the causes.This research is separated into three aspects.Firstly,with the support of the theory of pragmatics and by analyzing the life and learning of foreign students,it can be appreciated that the pragmatic failures of foreign students in using Chinese for communication are very much detailed in the teaching of Chinese as a foreign language[1].Secondly,after arranging and analyzing these corpora,the reasons for the pragmatic failures of foreign students are determined.Finally,aiming at the causes of pragmatic failures,corresponding countermeasures and teaching suggestions are proposed.The conclusion drawn from this research is that pragmatic failures occur due to various factors,some of which are essential factors that cannot be changed.This requires effort from both Chinese language teachers and students in the teaching of Chinese as a foreign language to lessen the occurrence of pragmatic failures.

Discussion of Online Teaching Strategies for Teaching Elementary Chinese Characters to Foreigners Based on Error Analyses

The expanding role of the Chinese language in international communications has become increasingly prominent as China’s comprehensive national power continues to grow,leading to a significant rise in the number of Chinese language learners.Since online teaching is not limited by time and space,its application is widespread.For beginners in the Chinese language,the Chinese characters are both a priority and a challenge.The“Chinese Character Classification,”also known as the“Six Writings,”is the earliest systematic theory of Chinese character structures,and teaching Chinese characters in categories based on the“Chinese Character Classification”is a method that fits the cognition of beginners.In order to teach Chinese characters in a targeted approach,based on the collection and analysis of the common errors of Chinese characters among beginners,(1)this paper proposes that(a)the intuitive method can be applied to teach pictographic characters,indicative characters,and associative compound characters in online teaching;(b)the inductive-deductive method of“basic characters to new characters”can be applied for the teaching of pictophonetic characters and associative compound characters;(c)the learning of character patterns should be approached in a whole-part-whole process,while importance should be attached to the suggestion of the frequency effect with a view to facilitating the online learning of Chinese characters for beginners.The aim of this paper is to provide some practical implications for the online teaching of Chinese characters to foreigners.

Analysis of How to Establish a Dialogue-style Class Effectively for the Chinese Interest Course as a Foreign Language

In this paper, I take the Chinese interest class which is very common nowadays as a study subject. According to the characteristics of the Chinese interest course, I analyze how to establish a dialogue-style lesson effectively for the Chinese interest class as a foreign language. Combined with practice, I will propose some difficulties to you for advice while I summarize a number of effective ways that I succeed in my teaching.

The Implementation and Evaluation of Training Course for Chinese as Second Language E-Teacher

In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture University （Taiwan）, and we designed a performance-evaluation questionnaire with the Delphi method. Three months after the training program was completed, the questionnaire was given to the 30 students of the class, and they were asked to answer questions regarding their use of e-learning in the actual practice. We also asked 5 teachers to conduct experimental e-learning for us to video-record and observe. This effort allows us to discuss the use of e-learning among CSL teachers in Taiwan, come up with a conclusion and suggestions, and use the findings as references for course-planning and policies or research regarding the digital learning of Chinese.

Analysis of the Principles of Practicability in Chinese Grammar Teaching to Foreigners

The teaching of Chinese grammar as a foreign language is aimed at enabling foreigners to master the basic Chinese vocabulary,sentences and sentence organization rules so as to improve the language ability of foreigners to communicate in Chinese.It can be seen that the ultimate goal of teaching Chinese as a foreign language is to realize language communication in real life,so the practical principle in teaching is of great criticality.This article briefly introduces the relevant overview of the practical principles of Chinese grammar teaching at first,then implements analysis of practical principles in several aspects,hoping to provide reference for relevant teachers.

Interlanguage Fossilization in Chinese EFL Writing --An Empirical Research of 20 English Major Students

This research is designed to investigate interlanguage fossilization in Chinese college students＇ written output. Twelve common linguistic errors from 20 Chinese EFL （English as a foreign language） learners＇ writing assignments are observed. Results show that among 12 typical errors, five types of errors are declining while the rest are increasing, indicating a tendency towards fossilization. Analysis shows that negative/corrective feedback has played a key role in reducing fossilization of some errors, but it does not work in every case. Some errors tend to be fossilized for several reasons. First, language items that do not have a direct form-function relationship are likely to be fossilized. Second, advanced learners create their own language system and neglect the basic rules of grammar. Third, task difficulty takes learners＇ attention away from form to meaning. Fourth, ingrained thinking patterns have a great impact on how learners organize their thoughts in writing. It is true that many Chinese EFL advanced learners reach a plateau in the process of acquiring English. However, attention, consciousness, and training of self-monitoring ability will help destabilize their interlanguage system.

Mobile Assisted Chinese Learning as a Foreign Language:An Overview of Publications between 2007 and 2019

This paper presents a critical overview of studies on mobile assisted language learning(MALL)in teaching Chinese as a foreign language(CFL)during the period 2007−2019.In the review,keyword and reference searches were conducted to identify and select empirical studies during the review period.Thematic and frequency analyses were employed on the data.This identified methodological trends and research outcomes in the reviewed studies.As shown in the results,most of the reviewed studies used qualitative methods to examine the effect of mobile CFL learning on formal learning in higher education settings.These studies document the positive impact that mobile technology has on CFL learning.Their attention is primarily on the use of mobile learning in Chinese vocabulary acquisition,language skill development and mobile seamless learning.Suggestions are provided for further research to support continuous mobile assisted CFL teaching and learning.

Learner Identity in Chinese as a Foreign/Second Language Education:A Critical Review

This paper reports the results of a review of 33 journal articles chosen from 87 empirical studies on learner identity in Chinese as a foreign/second language(CFL/CSL)education,published during the years 2005-2019.By analyzing the co-occurrence of keywords in these Social Science Citation Index(SSCI)journal articles,this review identifies the theoretical perspectives and topical trends of CFL/CSL education research on learner identity.The review shows that while such post-structuralist theories and notions as capital,identity and investment model have continued to play a predominant role in CFL/CSL identity research,interdisciplinary perspectives seem to also demonstrate their theoretical value and interpretive power.Furthermore,the review found that researchers explored a wide array of topical issues in relation to learner identity involved in the complex linguistic and social ecology of Chinese language learning.The review concludes with suggestions for future projects to consider that expand the thematic and theoretical scope by exploring intersections between different social categories and learner identities in societal contexts.

Analysis on the Error Types and the Causes of the Construction of"X什么(Y)+都+Z"

Using intermediate and advanced Chinese students as the research subjects,HSK corpus and questionnaire surveys were used to explore the error types in the construction of"X什么(Y)+都+Z."The types of errors can be divided into component errors,relationship errors between components,and collocation errors between components and sentences.The main reasons for the errors are the particularity of the construction,the immature development of construction teaching,the negative transfer of students5 mother tongue,as well as the generalization and avoidance of the target language.

Teaching and Learning Chinese through Immersion:A Case Study from the North American Context

With the promise of achieving bilingualism,biliteracy,and cultural pluralism,Chinese immersion programs for students from kindergarten to 12th grade(K-12)in North America,especially the US,have been proliferating in the past two decades.Research on this rapidly growing population of non-native Chinese learners is also growing.This research synthesis focuses on 35 selected studies published in recent years on Chinese immersion in both Chinese and English language journals and books.The review found that researchers are exploring a wide range of issues with respect to language and literacy development in Chinese immersion programs,including academic achievement in English,language and literacy acquisition in Chinese,instructional strategies and classroom interaction,as well as learners’language use and its sociolinguistic variations.These studies reflect a growing interest in and demand for learning more about the lesser-researched Chinese foreign language(CFL)learner population,and this review concludes with suggestions for future research on Chinese immersion based on its curricular features as well as specific considerations for conducting research with young,emergent bilingual and biliterate learners.

Integrating Culture into Beginner-Level Chinese Language Teaching

Culture is widely regarded as imperative for foreign language (FL) education because culture and language intertwine when people use language for communication. Many teachers and scholars who agree with this argument tend to integrate culture into advanced-level language courses. However, culture is insufficiently integrated into beginner-level FL courses. This insufficiency comes from teachers’ limited cultural literacy regarding the integration of communicative culture into beginner-level language courses. It also reflects inadequacies of the mainstream FL pedagogical frameworks and paradigms. In an increasingly globalized world, highlighting the role of culture in FL curricula can help people understand FL programs’ contributions to educating globalized citizens. Culture is particularly important for U.S. Chinese language education because Chinese is a truly difficult language for English-speaking learners and relies heavily on culture to make communication successful. This article analyzes five approaches to integrating culture into language instruction: (1) culture exists as “add-ons” in Chinese language education;(2) culture provides contexts to understand language behaviors;(3) culture conventionally forms a specific linguistic system;(4) culture and language intertwine and merge into linguistic codes and language behaviors;and (5) culturally- situated speech events work as sequencing units to organize Chinese language curricula. These approaches are discussed and exemplified through beginner-level Chinese language examples. Overall, this article provides Chinese teachers with specific strategies for integrating Chinese culture into beginner-level Chinese language teaching.

Keeping Up Appearances before the“Other”?Interculturality and Occidentalism in the Educational TV-Program“Happy Chinese”

“Happy Chinese”or kuaile hanyu is an educational melodrama produced by the Chinese TV channel CCTV in 2009.Aiming to improve foreign learners’Chinese language skills,the plot revolves around Susan,an American,staying with her former Chinese classmate’s family.“Happy Chinese”proposes both language and cultural learning.In this paper,the authors are examining the first seven episodes marking Susan’s arrival in China for the Spring Festival.Basing the study on a postmodern and critical approach to the“intercultural,”as well as on a critical view towards Orientalism and Occidentalism,the authors are interested in how the programme constructs the arrival of the American and the way she is perceived and represented by the“locals.”The authors are also looking into what the Chinese family teaches Susan about being Chinese and,at the same time,the tensions that a certain tendency to“keep up appearances”and appear“real Chinese”before her trigger in the family,across generation and gender.The research tools used to analyze the data are derived from discursive pragmatics.

Scenarios for the Development of China Studies in Saudi Arabia in Correspondence With Contemporary Saudi Values

The Saudi decision to incorporate Chinese language into its national education system has been a catalyst for the potential development of China studies in Saudi Arabia.After giving a quick review on Saudi Arabia’s previous experiences related to foreign language teaching and Western studies and also the origins and the early germination of China Studies that have appeared during the past decades,the article finds a series of contemporary values of dialogue that Saudi Arabia has tried to interpret and disseminate in its nation-building progress especially since the new millennium,which forms a benign interactive relationship with the possible development of the Chinese as a foreign language(CFL)program,which should be regarded as a tool of China studies,together they become new elements worthy of attention in the modernisation process with Saudi characteristics.By bringing forward several potential scenarios for the future development of the new elements mentioned above,the article concludes with the idea that the future existence of China Studies in Saudi Arabia will contribute to the sustainable and indepth development of Sino-Saudi relations,while a new type of‘social norm’is to be formed gradually through the operating Saudi transformation,under which the Saudi people will more likely be focussed on their commonalities and diversities with Eastern societies and civilisations,so as to seek deeper mutual understandings through inter-cultural communications.