Research on the Application of Chinese-Style Songs in the Field of Chinese Second Language Teaching

In recent years,traditional Chinese culture has been continuously revived,integrated into the times and entered people’s daily lives.Chinese-style songs,as a combination of traditional cultural connotations and emerging song forms,have gradually emerged on the music stage in China and even around the world.In the field of teaching Chinese as a second language,the research on teaching Chinese songs has received increasing attention.This article combines the theory of the association between music and language to summarize the research results of Chinese-style songs and their application in the field of teaching Chinese as a second language in the past 30 years.The current research problems are discussed,and suggestions are proposed in order to provide some reference value for teaching Chinese as a second language.

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.

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 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.

CONSCLOUSNESS—RAISING OR EXPLICIT INSTRUCTION?——A REVIEW OF CELCE—MURCIA'S“GRAMMAR PEDAGOGY IN SECOND AND FOREIGN LANGUAGE TEACHING”

Introduction There is a general consensus among language learning theorists,educational psycholo-gists,and language—teaching professionals that the learning of anything does not occur in avacuum.That is,successful language learning of whatever kind comes out only when what isto be learned can be meaningfully related to something that is already known.Learning,inother words,must take place within some kind of familiar context or framework——an ex-tension of the familiar to the unfamiliar,if you will.The natural question to raise,then,iswhat such"frameworks"——and ones familiar to the learner——we might identify for thelearning of second/foreign language grammar.In what way,we are entitled to ask,wouldgrammatical consciousness—raising fit into this roughly—drawn,very general picture of lan-

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.

Teaching Grammar in a Communicative Framework in the Chinese EFL Context

Communicative language teaching(CLT) has been introduced to the English-as-a-foreign-language(EFL) context in China for four decades.One of the most significant remaining issues is related to whether this approach to grammar teaching is more effective and efficient than traditional ones.Based on an overview of trends in approaches to grammar instruction,discussion on both advantages of teaching grammar communicatively and the challenges posed by the Chinese EFL context are provided.It is proposed that grammar instruction should be integrated into a communicative framework and this would be the optimal approach to grammar teaching on condition that some constraints in the EFL context in China are dealt with carefully.Teaching implications conclude this paper.

ChatGPT类生成式人工智能赋能汉语二语教学:机遇与挑战

ChatGPT作为全球炙手可热的生成式人工智能工具,与语言学、教育学等领域有着密切的关系。通过文献梳理与分析发现,在教育信息化、二语习得需求、日渐成熟的人工智能技术、NLP第四代范式、以“续论”为代表的国内语言习得观,以及CALL模式的实践基础等因素的驱使下,ChatGPT作为汉语二语教学中的一种辅助教学工具,有其应用的必要性与可行性。而GPT-4的图像输入、可操纵性等多模态、个性化交互功能,及其广泛的应用场景,使其具备了在汉语二语教学中独特的优势,但同时也面临知识内容可靠性不足、真实写作能力不足和其他一系列来自教育领域的风险与挑战。据此提出,教师应该根据学生实际情况和需求,合理运用ChatGPT辅助教学,平衡传统教学与人工智能教学,以更好地达到自己的教学目的。

A Review of Grammar-Translation in Vocational Colleges English Teaching

Among various language teaching methods, Grammar-Translation method is the most traditional and common one. It has been long adopted by language teachers and proved effective in language teaching. Though criticized and challenged by some experts, it is still a very influential and effective way of teaching English to students in China. This paper intends to prove its effectiveness in English teaching by taking China's learning environment into consideration.

Revisiting the Debate of Grammar Teaching： A Young Scholar’s Perspective

The debate of grammar teaching has taken center stage in the Second Language Acquisition （SLA） literature over a long period of time. Most of these debates emanate from distinguished scholars like DeKeyser, Long and Ellis. This paper seeks to add to the debate the views of an emerging scholar in the field of SLA. The paper addresses the key questions related to grammar pedagogy in SLA. It discusses whether grammar should be taught and if so, when and how. More importantly, the paper points to alternative solutions to each problem related to grammar teaching. The paper explores the most current debate in the grammar teaching by evaluating the validity of the arguments advanced in the debate. The evaluation is based on the key issues going on in the debate. The paper considered the debate as a healthy one that will give a positive and appropriate way towards teaching useful grammar. The paper suggests that language instructors should take into consideration different aspects regarding; what, how, when, and why should grammar be taught. Also, the paper recommends that teaching grammar should depend on the level of the learners, therefore a good teacher should always teach based on the levels of the learners.

Producing Podcasts in a Chinese Classroom: A Digital Humanities Project

This action research which situates itself in the context of Digital Humanities focuses on engaging students of Introductory Chinese course with an assignment to create podcasts in the form of an interview.Requiring students to integrate the aural,oral,and textural information via technology so as to carry a conversation with an interlocutor challenges them to convey their thoughts from the language they think in into meaningful ideas using the target language.In this way,students are“pushed”to convert their listening,speaking,and writing from being isolated components into a more dynamic and cohesive mode of communicating.As they explore expressing their ideas in the language they are learning,they develop the skills and sensibility needed to critically analyze their own work.Although limited in scale,the podcast format urges students to transform what they need to learn into a familiar product.

关于Krashen第二语言习得理论的五个假设及相关思考

美国语言学家Krashen提出了关于第二语言习得的5个理论假设。这5个理论假设具有内在的逻辑层次,即以习得—学习假设为基础和前提,以输入假设为中心,以自然顺序假设为具体操作指导,以监控假设和情感过滤假设为辅助。它为对外汉语教学提供了可借鉴的理论基础和很多启发,如何更好地利用它为对外汉语教学服务,还需要对外汉语工作者在教学实践中进行摸索。

Introduction to Special Column “Chinese as a Second Language Learning and Teaching”

Chinese as a second language （CSL） policy makers and scholars began to introduce task-based language teaching （TBLT） to CSL teaching more than a decade ago. However, policy innovations or theoretical precepts are not necessarily the blueprints of teachers＇ classroom practice. It is assumed that teachers are more likely to accept or apply the new approach if the new philosophy is concordant with their existing beliefs. This study attempts to examine the prospect of TBLT application in CSL teaching by exploring the extent to which TBLT philosophy has found its way into CSL teachers＇ beliefs. The research also probes into teachers＇ practices to explore whether their beliefs in TBLT could be actualized. A questionnaire, classroom observations and interviews have been employed. The results indicate that the Chinese teachers have strong faith in the effectiveness of TBLT, but they doubt its feasibility. Their difficulties and confusion in realizing their beliefs in practice, in turn, lead to their faith in TBLT philosophy having a peripheral status in their belief system. This may imply the bi-directional causal relationships between teachers＇ beliefs and practices. The factors revealed make clear the responsibilities or measures to be taken at social-cultural, institutional and internal levels. The findings generate empirical insights into implementations of pedagogical innovations.

Defining and Sequencing Syntactic Structures in L2 Chinese Instructional Materials

This articla presents a set of criteria that helps determine the sequence of grammatical structures in a systematic fashion.It is a component of what we shall refer to as a pedagogical grammar of L2 Chinese.It includes such factors as L1 Chinese natural sequence,L2 Chinese acquisitional sequence,usage frequency,structural complexi-ty,semantic complexity,and interlinguistic distancc.Ample illustrations from Man-darin Chinese as well as from L2 Chinese intedanguage(中介语） will be included in this article.A brief description of a corpus of L2 Chinese interlanguage will also bc given,as it plays a significant role in a pedagogical grammar.This article con-cludes that it is imperative that a theoretical framework of a L2 Chinese pcdagogical grammar will bc established in the field,so that the teaching and/or acquisiton of Chinese can proceed on firmer ground.

A Review of Research on Technology-Assisted Teaching and Learning of Chinese as a Second or Foreign Language from 2008 to 2018

More and more studies are examining the use of technology in the teaching of Mandarin Chinese as a second or foreign language(L2 Chinese).The current study involved a systematic review of the literature in the field published outside China from 2008 to 2018.A total of 33 studies met the inclusion criteria.The current review study aimed:(1)to examine the research topics and technologies used in the literature;(2)to identify the benefits of,and challenges involved in,the use of technologies in L2 Chinese teaching and learning;and(3)to suggest implications for practitioners and directions for further research.The review study provides educators and researchers with an overview of recent developments in this field,which could be helpful in informing teaching practice and further research.

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 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.

互动语言学在汉语二语教学中的应用:理论基础与实践设计

二语教学是互动语言学极有发展前景的一个研究领域。本文简要阐述了将互动语言学应用于汉语二语教学的理论基础,并结合已有研究提出互动视角下汉语二语教学实践设计的基本思路。总体来看,互动语言学能应用于汉语二语教学有三个重要的理论基础:1)二语发展以言谈互动为原始环境;2)二语习得以互动能力为终极目标;3)二语能力以社会行为表达为核心要素。在此基础上,文章提出汉语二语教学实践四点基本思路:1)开发真实自然的汉语教材;2)创设面向交际的互动语境;3)运用基于互动的教学策略;4)开发多种模态的教学资源。

中文学习者多模态互动能力及教学策略研究

以往中文学习者语言交际能力培养中,重点是语言交际能力的培养,其他模态交际能力的培养力度较弱。结合多模态互动分析法,研究以泰国留学生致歉言语行为作为个案,突破以往基于单一语言模态语料的局限,描述了不同水平泰国留学生致歉中多模态表达手段使用上的异同点及其多模态互动能力的差异。结果显示,中文学习者多模态互动能力有助于完成交际意图,提升互动效果;引入“互动变异观”来指导课堂教学有助于提升中文学习者多模态语言交际能力。

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。