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 countr...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.展开更多
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...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.展开更多
Age is one of the factors which influnce foreign language learning, but not the most important one. Comparision on the effect of foreign language learning between adults and children cannot rely merely on age. So the ...Age is one of the factors which influnce foreign language learning, but not the most important one. Comparision on the effect of foreign language learning between adults and children cannot rely merely on age. So the question of an optimum age for foreign language learning is not a simple one which is only related to age. There are different optimum ages for different aims and demands of learning foreign language.展开更多
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
Children can acquire knowledge of their mother tongue easily in a relatively short time,whereas adults are too inferior to bear the comparison in learning a second language.This paper sets out to study the background ...Children can acquire knowledge of their mother tongue easily in a relatively short time,whereas adults are too inferior to bear the comparison in learning a second language.This paper sets out to study the background and process of children's and adults' language learning,make comparison and contrast,and find out an effective way to promote adults' second language learning.展开更多
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 ...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.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 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 ...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.展开更多
文摘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.
文摘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.
文摘Age is one of the factors which influnce foreign language learning, but not the most important one. Comparision on the effect of foreign language learning between adults and children cannot rely merely on age. So the question of an optimum age for foreign language learning is not a simple one which is only related to age. There are different optimum ages for different aims and demands of learning foreign language.
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Children can acquire knowledge of their mother tongue easily in a relatively short time,whereas adults are too inferior to bear the comparison in learning a second language.This paper sets out to study the background and process of children's and adults' language learning,make comparison and contrast,and find out an effective way to promote adults' second language learning.
文摘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.
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 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.
