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.

Research on the Evaluation Method of Teaching Quality of Chinese as a Foreign Language Based on Immersion Teaching

With the development of teaching Chinese as a foreign language, the teaching level of teachers of Chinese as a foreign language is constantly improving. Teachers of Chinese as a foreign language are the messengers of Chinese culture and represent the image of China. Therefore, the quality of teaching Chinese as a foreign language teachers plays a vital role in the quality of teaching Chinese as a foreign language. Immersion teaching method is a relatively successful teaching method in the field of foreign bilingual teaching. It opens a new door for teaching Chinese as a foreign language and plays an important role in improving students' ability to use Chinese. This paper comprehensively evaluates the teaching of Chinese as a whole based on immersive teaching, and calculates the data after evaluation of the evaluation index system to ensure the scientific and accurate evaluation results. Finally, it is proposed that the countermeasures should be improved from the three aspects of classroom teaching, the quality of Chinese teachers and the overall quality of the team of Chinese as a foreign language.

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.

A Study on the Compilation of Dictionaries for Teaching Chinese as a Foreign Language Based on the Second Language Acquisition Theory

This article intends to demonstrate the principles for dictionary compilation.To summarize,general rules are to be followed.At the same time,this article probes into the differences of Chinese to Chinese dictionary,Chinese to foreign language dictionary,dictionaries for the preparation of certain exams,learner’s dictionaries for reviewing errors,dictionaries with multimedia and dictionaries built via the Internet..In all,one of the key factors for dictionary compilation is the professionalism of editors and writers.The training of the people involved is vital,which would contribute to setting up a better order of the market.Acknowledgements should also be given to achievements in dictionary compilation.Revisions and polishing are required to improve the dictionaries on the market that have already won the acclaim so as to put their influence to the best display.

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.

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.

Applying Nearpod to the Teaching Chinese as a Second Language Class to Enhance Interactions and Collaborations in the Secondary Schools

The quick spread of the epidemic since 2019 together with fast advancing of technology has exposed teachers to online education,including Teaching Chinese as a Second Language(TCSL)classrooms.Some Chinese as a Second Language(CSL)teachers were reluctant to utilize technology tools in their teaching due to the lack of technological knowledge.Thus,this study designed a CSL curriculum with the lens of the TPACK framework(Technological Pedagogical Content Knowledge).Nearpod was specifically adopted as a web-based technology tool to support the teaching Chinese language due to its powerful functions provided.Nearpod allows teachers to design interactive activities in multiple ways to facilitate interactions and collaboration in the CSL learning process.This paper aimed to help Chinese teachers improve their understanding of how to effectively integrate technology into CSL teaching.Chinese teachers will develop a deeper comprehension of distance teaching from the perspectives of technology,pedagogy,and content knowledge,enhance students’deeper learning,and promote interaction and collaboration in L2 class.The effective use of the technology can develop language skills in a meaningful context knowledge with the guidance of pedagogical content knowledge.

The Past and Present of Chinese Language Teaching in Ireland

China’s booming economy is indeed one of the main reasons for the popularity of learning Chinese as a foreign language(henceforth CFL).With this growing interest in CFL,Ireland is likely to be behind global trends as Chinese is not yet included as a State-examined subject at any level in the Irish schooling system.Chinese language teaching(henceforth CLT)began to develop significantly in formal UK schooling during 2004-2005(Zhang&Li,2010),whereas the earliest occurrence of CLT seen in the Irish education system was in 2006-2007 when two Confucius Institutes were set up in Ireland.During this time,Mandarin Chinese was also introduced first as a subject and later as a degree in some higher education institutions in Ireland.The current study reviews the past and present of CLT in Ireland at second and tertiary level.This information,together with survey data collected among approximately 3,700 students learning CFL in Irish schools as a subject not examined by the State,provides recommendations for a future State-examined CFL course to be introduced to Irish secondary schools.These recommendations include items such as contact hours,tasks,and content to be implemented in the classroom.Further recommendations are also supplied in relation to the bridging of secondary and tertiary-level CLT.These recommendations come in light of former Irish Minister for Education Richard Bruton's announcement that Chinese will be taught on the State-examined school curriculum as part of the Languages Connect strategy plan.

A Discussion of Foreign Language Listening Problems and Their Causes among Intermediate EFL learners in Chinese universities

Listening has been considered as the most important language skill by many researchers but in Chinese context it has been overlooked for years.The Foreign Language(FL)listening problems gradually reveal when students attend to the Listening Course in universities or colleges.This paper at first illustrates the importance of listening in foreign language learning and provides a discussion on the top-down and bottom-up processes with the analysis of Anderson's three-model of language comprehension[9]as well as the factors affecting listening comprehension in Foreign Language in general,aiming at the illustration of the necessity on one of the bottom-up processes-the Spoken Word Recognition(SWR).The analysis of two issued official guiding documents for Chinese university students and the current situation of English listening teaching in Chinese universities are followed,providing a general background on English listening teaching in Chinese context.Three possible foreign language listening problems and their causes are proposed,followed by the pedagogical suggestions to EFL learners who are improving their listening skills and instructors who are advancing their teaching procedures.

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.

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.

A Study of Vocabulary Teaching in Junior Comprehensive TCSL Courses

Vocabulary teaching is an integral part of teaching Chinese as a second language(TCSL).Based on a collection and analysis of words that foreign students at the junior level usually get wrong,①this paper suggests that TCSL teachers should make sure that new words in textbooks are explained accurately and foresee the words that students may misunderstand during vocabulary teaching.In addition to conceptual meanings,they should analyze and explain affiliated meanings,grammatical functions,and common collocations with other words through typical sentence examples.They should also pay attention to the potential role played by the semantic transparency of words in understanding,acquiring,and selecting the meanings of such words.The teaching of separable words should focus on their pragmatic forms.Simple conversations can be made to strengthen students’memorization,while quantifiers can be taught via their etymology to help students develop a reasonable understanding of the collocation rules between quantifiers and corresponding nouns.

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.

A Study of Chinese College Students' Face Needs in EFL Class

Based on Brown &Levinson's Face Threatening Acts and Geert Hofstede's Cultural Dimensions,this study is an analysis of Chinese college students' face needs in EFL class.In this study,the subjects are 116 freshmen,non-English majors.Selecting totally 60 students from them and dividing them into two groups according to their scores of College English Entrance Examination.The collected data from questionnaire are analyzed by statistical software SPSS16.0 version.The major findings from the analysis include the following:1) high-scored students and low-scored students have similar positive face needs;2) Weight of imposition,group tendency and uncertainty avoidance are used to exam students' negative face needs.According to the data in SPSS16.0,there is a difference between the two groups in terms of the weight of imposition.But the Independent-Samples T test of Sum of Questionnaire indicates that there is no distinct difference in the negative face needs between the two groups.

Languages:A Prerequisite for the Belt and Road Initiative

The Belt and Road Initiative,with its profound significance,requires language as a prerequisite for the interconnections between China and countries along the road.Thus,language awareness is required and needs to be strengthened.A planning and administrative agency should be established to formulate toplevel designs and specific language policies.Also,the recruitment of language specialists should be accelerated,and language skills and training should focus on business,economics,trade,and related knowledge that will enhance the advancement of the Belt and Road Initiative.With its bright future,the Belt and Road Initiative gives both teaching practices new challenges and new opportunities.

国际中文教育资源建设背景下的对外中文词典编纂研究

对外中文词典是中文二语学习者自主学习的必备工具,也是国际中文教育基础资源的重要组成部分。国际中文教育资源发展要求对外中文词典应立足现有成果,以词典用户为中心,凸显词典的外向型和学习型特征。针对词典使用率低、数字化滞后的现实困境,我们需要吸收语言学、词典学等学科的前沿理论,借鉴其他辞书、教学资源的数字化经验,不断完善对外中文词典的编纂实践和推广工作。同时,应利用科技赋能,加快对外中文词典数字化转型的步伐;抓住“中文+职业技能”教育趋势带来的机遇,丰富词典类型,为新形势下国际中文学习者多元的资源需求提供精准服务。

从汉英语作为外语教学的差异试议智能时代的汉语教学

汉语和英语作为外语教学的相异之处突出体现在:中国人学英语,口语与书面语的学习几乎是同步的;而英语区学生学习汉语,口语与书面语的学习无法同步,从口语学习进入书面语学习,必须在汉字学习上再下功夫、花时间,过好汉字关。智能时代,可以用拼音击键或语音输出汉字,这为破除“汉语难学”的迷信带来机遇。国外学者使用“电写为主,笔写为辅”教学模式,取得了良好的教学效果。本文进一步提出“电打汉字开路,笔写汉字跟进”的新思路:在汉语学习的开始阶段,先教授、引导学生“电打汉字”,让学生破除对汉字学习的畏难情绪;再在教学过程中适度穿插“笔写汉字”的练习,引导学生逐步由“电打”过渡到“笔写”,因为“笔写”有助于对汉字的记忆、体会和认识,确保学好汉语书面语。