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 Un...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.展开更多
教学法在传统的语言教育中是重要的组成部分,而日本的JSL(Japanese as Second Language)教育在发展过程中也受到了教学法发展的影响。通过对日本JSL的教学法的梳理发现,随着教学法日益重视学习者本身,JSL教育研究也开始重视学习者在JSL...教学法在传统的语言教育中是重要的组成部分,而日本的JSL(Japanese as Second Language)教育在发展过程中也受到了教学法发展的影响。通过对日本JSL的教学法的梳理发现,随着教学法日益重视学习者本身,JSL教育研究也开始重视学习者在JSL教育中的地位,并逐步发展出“以学习者为中心”的一体化教育模式。而JSL教育的一体化将成为CSL(Chinese as Second Language)教育未来发展的重要参考。展开更多
In this opening commentary,we highlight the development of the teaching and learning of Chinese as a second or foreign language(CSL/CFL),which has attracted much attention from researchers,language educators,and other...In this opening commentary,we highlight the development of the teaching and learning of Chinese as a second or foreign language(CSL/CFL),which has attracted much attention from researchers,language educators,and other stakeholders worldwide.To contribute to this ongoing examination and discussion,this special issue documents the collective efforts of scholars in different educational contexts to review six critical issues in teaching and learning CSL/CFL:learning and instruction of reading Chinese as an additional language,Chinese character teaching and learning,learner identity in CSL/CFL education,teaching and learning Chinese through immersion,technology assisted CSL/CFL teaching and learning,and mobile assisted learning CFL.We contend that all efforts to address these critical issues require constant examination to facilitate further development in CSL/CFL education around the world.展开更多
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 ...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.展开更多
文摘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.
文摘教学法在传统的语言教育中是重要的组成部分,而日本的JSL(Japanese as Second Language)教育在发展过程中也受到了教学法发展的影响。通过对日本JSL的教学法的梳理发现,随着教学法日益重视学习者本身,JSL教育研究也开始重视学习者在JSL教育中的地位,并逐步发展出“以学习者为中心”的一体化教育模式。而JSL教育的一体化将成为CSL(Chinese as Second Language)教育未来发展的重要参考。
基金supported by the Specialized Subsidy Scheme for Macao Higher Education Institutions in the Area of Research in Humanities and Social Sciences of Higher Education Bureau(10/DSESHSS-UM/2019)(Macao SAR,China).
文摘In this opening commentary,we highlight the development of the teaching and learning of Chinese as a second or foreign language(CSL/CFL),which has attracted much attention from researchers,language educators,and other stakeholders worldwide.To contribute to this ongoing examination and discussion,this special issue documents the collective efforts of scholars in different educational contexts to review six critical issues in teaching and learning CSL/CFL:learning and instruction of reading Chinese as an additional language,Chinese character teaching and learning,learner identity in CSL/CFL education,teaching and learning Chinese through immersion,technology assisted CSL/CFL teaching and learning,and mobile assisted learning CFL.We contend that all efforts to address these critical issues require constant examination to facilitate further development in CSL/CFL education around the world.
文摘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.
