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.

Using Technology-Supported Enrichment Activities to Extend Student Learning in a Chinese as a Foreign Language

The purpose of this study was to investigate whether exposing middle school students to content above their ability level produced significant differences in students’confidence in their Chinese as a foreign language competence in each of the following four areas:reading,listening,speaking,and learning vocabulary.Participants(N=30)were sixth and seventh graders.Results of paired t-test analyses indicated that there was no significant difference in student confidence in Chinese reading competence,t(30)=0.78,p=0.22;in Chinese speaking competence,t(30)=-0.50,p=0.31;or to learn Chinese vocabulary,t(30)=-0.80,p=0.21.However,there was a significant difference in student confidence in ability to learn Chinese listening,t(30)=-1.78,p<0.05.It is suggested that exposing students to content well above their ability level can increase their confidence in ability to learn Chinese listening.

Blended Learning in a Foreign Language Teaching

Foreign language classes using blended learning take place in a classroom and on an educational platform （i.e., Moodle）. Working this way is meant to help in the process of learning a language and not to replace the traditional method. Using the platform allows preparation of fully distant learning courses as well as preparing areas that allow providing the learners with materials that are complementary to the main course （face-to-face）. Virtual Learning Environment （VLE） is nowadays a very popular tool in teaching not only English （although it is the most popular language in Poland）, but other foreign languages such as Russian or German. This paper focuses on some methodological aspects of preparing： （1） distant learning language courses that are complementary to the whole English language course and （2） complementary areas （consultations） in Russian and German. In both cases the author shows components that are essential for the success of the teaching process

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.

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.

The Teaching and Learning of Chinese as a Second or Foreign Language:The Current Situation and Future Directions

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.

中文数字学习资源使用意愿及其影响因素研究——基于TAM扩展模型

加强数字学习资源应用是教育数字化转型的重要举措。数字学习资源使用意愿对学习者的使用行为发挥着关键作用。本研究以技术接受扩展模型为理论框架,基于616份问卷数据,构建中文数字学习资源使用意愿假设模型,探究学习者对中文数字学习资源的使用意愿及其影响因素。研究发现:(1)学习者对中文数字学习资源的使用意愿总体良好;(2)感知易用性对使用意愿的总影响效应最为突出;(3)资源质量对使用意愿的影响路径较为多元;(4)感知易用性、感知有用性、使用态度具有关键的中介作用。基于上述发现,本研究建议:关注技术可供性,促进数字技术与中文教育有机融合;完善评价机制,助推中文数字学习资源质量提升;引导学习者树立积极使用观念,激发使用意愿。

基于Android的绿色外语社交APP——“Easy Talk”的设计与开发

为促进国内大学生与留学生外语语言交流,提高彼此的语言学习能力。我们以“沈阳师范大学”为基础设计与开发了一款基于Android系统的绿色外语社交APP———“Easy Talk”。软件采用Android Studio进行开发,利用Gradle工具帮助构建APP项目的依赖、打包、部署、发布等过程,以BMOB云数据库作为系统的后台支撑。致力于打造绿色安全的外语学习环境,提高“沈阳师范大学”校内大学生与留学生之间的外语学习能力。

基于iSmart平台的高职英语混合式教学模式探析

以iSmart外语学习平台为依托的高职英语线上+线下混合式教学模式充分考虑了高职院校学生的实际情况,在教学中合理利用平台在线英语学习的优势,精心搭建线上线下立体化学习框架,通过“课前线上自主学习-课中课堂探究-课后线上拓展”的流程和多元化、多维度的教学评价体系,真正实现“教师主导、学生主体”的教学主张,提升学生的学习积极性和主观能动性,培养学生终身学习的能力。

新西兰International Pacific College留学生汉语课堂焦虑情况调查

语言学习焦虑的产生会使得学习者在进行语言学习时阻碍学习信息的输入,影响学习者对于有用信息的捕捉与收集,造成必要学习信息的缺失,进而影响学习者对所信息材料的加工与理解,在课堂上被干扰进行正常、连贯的语言表达是焦虑对学生的输出产生负面影响的主要表现。本文主要对新西兰International Pacific College的留学生在进行汉语学习时的课堂焦虑情况进行了调查,以期改善相关问题,进一步完善我国汉语国际教育体系。

电打汉字开路,笔写汉字跟进——革新国际中文教育中的汉字教学模式

汉语和英语作为外语教学有相同之处,更有相异之处。那相异之处突出体现在中国人学英语,一般来说,口语学习与书面语的学习几乎是同步的,从口语进入书面语学习无需在文字学习上下很大功夫,花很多时间;可是英语区学生学习汉语,其口语学习与书面语的学习无法同步,他们从口语学习进入书面学习,必须在汉字学习上再要下功夫、花很多时间,过好“汉字关”。汉语老师如何帮助学生过好“汉字关”?在如今的智能时代需要考虑革新汉字教学模式,采用“电打汉字”的汉字教学新模式;其具体实施策略是“电打汉字开路,笔写汉字跟进”。如何“电打汉字开路,笔写汉字跟进”?文章提供了具体的教学措施。

Predictors of Foreign Language Anxiety: A Study of College-Level L2 Learners of Chinese

This study investigated seven learner variables （i.e., age, motivation, perception of the difficulty of the Chinese language, self-perceived achievement, self-perceived language learning ability, self-expectation in the Chinese class, and perception of the importance of the Chinese language） as potential predictors of Chinese language learning anxiety. Correlation analyses showed that all seven variables were significantly correlated with anxiety level in isolation. Perception of the difficulty of the Chinese language and age were found to have positive relationships with anxiety, whereas the remaining five variables were reported to have negative relationships. Multiple regression analysis revealed that all the variables except self-expectation in the Chinese class and perception of the importance of the Chinese language contributed significantly to the prediction of Chinese language learning anxiety when examined simultaneously. The five significant predictors altogether explained 34.7% of the variance in anxiety. Perception of the difficulty of the Chinese language was found to be the best predictor and self-perceived achievement the second-best predictor, followed by self-perceived foreign language learning ability, age, and motivation.

海外华文学校的多维功能及其实现进路

海外华文学校作为海外华文教育的主要阵地,在传承传播中华语言文化、增进中外文明交流互鉴诸多方面发挥着不可替代的作用。海外华文学校的多维性价值功用可分为核心功能和拓展功能。核心功能即华语教育教学、中华文化传承传播功能;拓展功能包括服务当地社区、助推国际交流、助力当地经济社会发展。构建完备的华文教育体系,实现跨越空间的文化共情,主动融入住在国主流社会,多维度深化文明交流互鉴,充分释放华语的经济价值,是确保海外华文学校多维功能得以实现的必要条件和有力保障。

将中华优秀文化融入成人高校外语教学的意义和策略

将中华优秀文化融入成人外语教育,能够提升学生对中国文化的理解和阐释能力,对于开展课程思政、促进学科教育、服务对外传播具有积极意义。针对当前成人高校外语教学存在的教学资源不足、教师素养有待提高、重理论轻实践等问题,提出以下改进策略:利用现有资源,创新教学方法;针对成人特点,进行教学设计;理论联系实际,强调知行合一。

美国外语教育培养目标剖析与启示——以AP汉语与文化课为例

美国AP汉语与文化课以5C为指导,以语言沟通三种模式（人际沟通、理解诠释和表达演示）为核心,在汉语学习中注重“交际”,强调“文化”,重视“活动”,对我国的外语教学有着很好的启示作用。

新视野下的汉语学习大纲:从AP汉语谈起

美国《21世纪外语学习标准》的颁布和AP汉语与文化课程的建设体现了新的外语学习理念,国内汉语教学界不少学者建议以该理念反思国内的汉语教学。汉语学习大纲可以成为这一反思的起点和体现形式。根据"以交际能力培养为核心"的新理念,汉语学习大纲可从以下三方面进行调整:变分立式大纲为综合性大纲;以体现交际能力的交际任务而不是语言成分为大纲内容,作为汉语教学各环节的服务者而不是规定者。

基于人工智能技术的外语教育互动平台设计

随着科技的不断进步,人工智能正在逐步改变外语教育的面貌,提供更为高效、个性化和智能化的学习体验。通过对现有外语教育现状的分析,结合人工智能技术的发展趋势,提出一种智能教育、互动学习及数据分析功能的外语教育互动平台。该平台利用自然语言处理、机器学习等人工智能技术,实现个性化的学习资源推荐、智能化的学习路径规划及实时的学习反馈。通过实践应用与效果评估,验证平台在外语教育中的有效性,并收集用户反馈以指导平台的进一步优化。研究成果丰富外语教育的理论与实践,也为未来的外语教育技术改革提供新的思路与方向。

日本对外日语教材的本土化路径研究——兼谈对国际中文教材建设的启示

近年来,如何推进国际中文教材的本土化成了热议的话题。本文分析了日本对外日语教材的本土化经验,以期为国际中文教材的本土化建设提供借鉴。日本国际交流基金自20世纪90年代后期开始在海外进行日语推广,本文系统梳理了其在此过程中为应对海外各国、各地区多元化的教情和学情而实施的两项重要的对外日语教材本土化措施:(1)教材编写端大力开发与主教材适配的数字化教学素材集;(2)为教材使用端的本地教师建设用于教材二次开发的支持平台。最后,本文还探讨了日本这种“教材编写端与使用端的合力模式”对国际中文教材本土化建设的启示。

基于RISCPA模型的外语自主学习平台体系的设计与研究

随着计算机信息技术的快速发展,在高校外语的教学中信息化辅助教学得到了广泛的应用。在高校外语教学中对学生的自主学习能力的要求越来越高,基于网络的外语自主学习成为高校外语教学中重要的学习方式。为了促进大学生外语教学改革的实施,提高大学生外语自主学习的能力,本文对大学生外语自主学习进行了分析,并在网络技术的基础上提出了基于RISCPA模型的外语自主学习平台体系的设计方案,并对外语自主学习平台进行了研究。

对外汉语学习APP现状探究

“汉语热”已经成为全球潮流,对外汉语学习APP作为汉语国际推广的重要途径之一,既是对外汉语教师的教学辅助工具,也是汉语爱好者自学的“神器”。对外汉语学习APP不仅超越了时间和地域的限制,而且具备纸质教材所没有的互动性优势,比电脑软件更快捷方便。目前,市场上外国人使用的汉语学习APP种类繁多,但面临功能单一、资源有限等问题,有待进一步改进升级。