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Exploring the underinvestigated area of instruction during study abroad, this article offers a quantitative study of linguistic development among second language university learners of Chinese during a semester in China. A comparison is made between learners following task‐based language teaching and a comparison group following a traditional approach at two proficiency levels. Spoken task data are analyzed within the framework of complexity, accuracy, and fluency. Quantitative findings point to enhanced linguistic development on the various measures used over the course of instruction abroad across the groups irrespective of instructional treatment and proficiency level. However, relative differences between the two groups point to an advantage of task‐based learning in a study‐abroad context. The findings are discussed in relation to the insights they allow into the role of different instructional treatments during study abroad, along with some directions for future research. A one‐page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]

Through ethnographic fieldwork and sociological theory drawing from French sociologist Pierre Bourdieu, this article describes possibilities and restrictions for Chinese language education for Chinese-diasporic youth in the San Francisco area, 50 years after Lau v. Nichols. I examine four sites of this education, all of which serve these youth across a range of socioeconomic and language backgrounds in the metropolitan San Francisco Bay Area: a longstanding community-based school in San Francisco Chinatown, a private after-school program in an affluent suburb, a public high school in an affluent suburb, and a public high school in a working-class and ethnically diverse city in the East Bay area. These sites are variably defined and distinguished by social struggles to acquire and define what Bourdieu called linguistic cultural capital, or the communicative practices culturally and economically valued within a social context. I argue that educational affordances suited specifically to the diasporic-multilingual backgrounds and competences of these youth remain limited, such that the "monolingual orthodoxy" of language education prevails due to multiple social factors, ranging from the rising eminence of Mandarin language to progressive ideals of racial educational equity. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) technology, as one of the emerging innovative technologies, is proven to have the potential to facilitate second language acquisition in terms of contextualized visualization and learning interactivity. Nevertheless, no empirical research has been conducted on the use of an AR-assisted approach to help adult Chinese language learners (CFL) acquire Chinese characters, which is a major challenge in CFL education. This study utilized a quasi-experimental research method to examine the effects of the AR-assisted approach on adult CFL learners' Chinese character recognition, writing, and memorization, as well as their attitudes and perceptions toward this kind of learning approach. Fifty elementary CFL learners, divided into an AR learning group and a traditional learning group, participated in this study. The results indicated that 1) the AR-assisted approach facilitated the recognition of semantic traits of a Chinese character, but not its morphological and phonological features, that 2) the AR-assisted approach enhanced the learners' command of the stroke order of a Chinese character but did not aid in writing the overall structure of a character, that 3) the AR-assisted approach promoted the memorization of the meaning of a character, however, failed to extend the memory retention of other aspects of the character, and that 4) learners were generally interested in the AR-assisted approach and held positive attitudes toward it, willing to use it more in their future education. In a word, the AR-assisted approach is worth trying in Chinese character acquisition for adult CFL learners though it still needs improvement. [ABSTRACT FROM AUTHOR]

Scholarly attention to foreign language learning boredom (FLLB) has surged in recent years. However, little is known about L2 learners' online FLLB experience prompted by the COVID-19 pandemic. To fill this gap, the present mixed-methods study explores the conceptual structure and sources of FLLB in an online learning environment. A corpus of 348 Chinese as second language (CSL) learners participated in a questionnaire survey and 10 of them attended follow-up interviews. Exploratory factor analysis revealed a three-factor structure underlying CSL learners' FLLB: classroom boredom, content boredom and teacher/learner boredom. Qualitative data enriched our understanding of the three-factor construct of FLLB and boredom sources in online classes. Results were discussed with reliance on the control-value theory of achievement emotions, previous findings, as well as their theoretical and practical implications for L2 teaching and learning. The newly found three-factor structure coincides with the long-lasting '3T' difficulties ['3T' difficulties refer to three major concerns in teaching CSL. They are connected with how to implement effective teaching strategies, develop high-quality teaching materials and build qualified and capable teaching teams] in International Chinese education; therefore, it inspires CSL researchers and teachers to attach more importance to the negative emotion of FLLB in the future. [ABSTRACT FROM AUTHOR]

Foreign language classroom anxiety (FLCA) is 'a distinct complex set of self-perceptions, beliefs, feelings and behaviours related to classroom language learning arising from the uniqueness of the language learning process' (Horwitz, Horwitz and Cope 1986: 128) [Foreign language classroom anxiety. The Modern Language Journal 70, no. 2: 125–32] which potentially has a negative impact on achievement and engagement in language learning. The purpose of the investigation reported here was to examine how two online modalities – Zoom video conferencing and the virtual world, Second Life – affected FLCA among Chinese language beginners performing tasks using the different modes. Through statistical and thematical analyses of survey data along with open-ended questions from 55 participants, it was found that the relationship between FLCA levels experienced by learners on these modalities was influenced by various factors such as gender differences, task-related language skills, and self-perceived language proficiency. The study also suggests that FLCA is dependent on the learners' immediate learning experience, particularly in relation to their level of engagement and task awareness. Despite the small sample size, the study sheds light on the advantages and limitations of each modality in terms of its effect on students' FLCA and performance in task-based language teaching. [ABSTRACT FROM AUTHOR]

Despite an increasing number of studies that explore language learning beyond the classroom (LBC), research examining LBC activities in relation to in-class learning is very limited. This paper investigates what kinds of LBC activities university students of Chinese and Japanese in Australia engage in and how they connect these activities to classroom learning. Data were generated through semi-structured interviews, two-week diary entries about their exposure to the target language and stimulated-recall interviews based on their diary entries. The analysis reveals several ways that the students bridge in-class and out-of-class learning, including integration between in-class learning and LBC which are mutually supportive. It also shows some differences in types of LBC activities between learners of Chinese and those of Japanese, in part due to the limited availability of online resources and media in China. Based on these findings, we need to continue to discuss how to encourage LBC based on students' digital literacies and practices and how to integrate LBC with classroom learning. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Chinese Language Teaching is the property of Clifford Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Chinese Language Teaching is the property of Clifford Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Chinese Language Teaching is the property of Clifford Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the intersection of neoliberal ideologies and language policy in the context of Chinese language education in Oman's higher education system. Drawing on critical discourse analysis and theoretical frameworks of neoliberalism, the study investigates the introduction of Chinese language programmes within Omani universities, with a focus on Sultan Qaboos University (SQU). Through analysis of public documents, interviews and instructional materials, this paper examines how neoliberal free-market ideologies influence the implementation and perception of Chinese language education. Key research questions address the manifestation of neoliberal ideologies in programme policies, stakeholder perceptions and suggestions for pedagogical improvement. The findings reveal a complex interplay between geopolitical, economic and educational factors shaping language policy and its implications for Oman's higher education system. [ABSTRACT FROM AUTHOR]

In this polylog to the special issue on The rise of Chinese language education policies in the oil-rich Arabian Gulf: New players, discourses and linguistic markets, three researchers with different personal and professional connections to the three languages ‘at play’ in the region – English, Chinese, and Arabic – offer their assessments of both the current and future status of Chinese in the region. Using language and political economy as their methodological compass, they grapple with three key questions: (i) How Chinese as a third language is conceived and enacted?, (ii) How may the Chinese language shift power relations among languages in the Gulf?, and (iii) Would the Chinese language carry similar ideological, colonial and neoliberal undercurrents that are being voiced in critical applied linguistics about English? As a polyphonous text, disagreements among the contributors are allowed to stand and there is not an attempt to reach consensus. Nonetheless, they unanimously argue that moves towards introducing Chinese as a third language in the Arabian Gulf reveal much about the political, economic, and social drivers of change in the region. [ABSTRACT FROM AUTHOR]

This study investigated motivation in the context of L2 Chinese in the USA. A total of 120 college students took the survey and 27 of them participated in post-survey interviews. Through a mixed-methods design, the study captured interactions between motivation and the learning environment in the learning process. The results revealed six motivation factors, of which the ideal L2 self was the most powerful predictor for intended effort, and significantly correlated with after-class activity engagement in which students committed actual time to learning. In addition, the anti-ought-to self significantly correlated with all the motivation factors and was also a significant predictor for intended effort. It functions as an intrinsic motivation featuring the active agent role of the individual learner. Lastly, the learner's positive interactions with the learning context via self-regulatory strategies and accompanying procedural knowledge led to a positive experience, which sustained learning. [ABSTRACT FROM AUTHOR]

This article leverages interview data from students of Chinese who enrolled at a UK university but pursued a period of study abroad in China, aiming to delve into their negotiation of language identities during their overseas experience. By employing Block's structural model in our discourse analysis, this research reveals the dynamic interplay between agency and structure, shedding light on the intricate process of language learning and identity formation. The findings underscore that structural contexts are integral to shaping students' agency, highlighting specific structural spheres that pose challenges to their development of Chinese language and multilingual identities. These spheres encompass the linguistic and cultural dominance of English as well as Chinese hospitality practices. Rooted in their habitus, participants' preconceived notions of the Chinese language and cultural aspects influence their journey, yielding either positive or negative impacts. Furthermore, participants' backgrounds and prior language learning experiences significantly contribute to their identity development. In advocating for a comprehensive approach, this study emphasises the integration of both agency and structural contexts as necessary to fully comprehend the intricate process of identity development. [ABSTRACT FROM AUTHOR]

This paper focuses on the diaspora Chinese community in Limerick – an Irish county town in the southwest of the Republic of Ireland – and examines how Chinese parents have responded to the education policy shift resulting from the 2017 Irish foreign language strategy, which added Chinese to the official educational curriculum. A semi-structured group interview was conducted with four Chinese-speaking parents. Analysis of the data revealed that identity preservation and maintaining bonds with extended family are the predominant expressed reasons for parents to cultivate their children's Chinese proficiency. English and Irish are prioritized over Chinese. Though the parents hold positive attitudes towards the inclusion of Chinese as a school subject in Ireland, they are disempowered from taking advantage of participating in the implementation of this national language shift due to a lack of access to social, cultural, and economic capital. Analysed through a Bourdieuian lens, the findings further expose the limitations or constraints placed on family language policy and the discrepancy between macro- and micro-level language policies. The paper is intended to shed light on education, social justice, and equality, bridging the gap between micro-level family language practices and macro-level language policy. [ABSTRACT FROM AUTHOR]

This study aimed to compare the English language learning motivation of two cohorts of Chinese primary school learners in a Content and Language Integrated Learning (CLIL) and a non‐CLIL instructional setting. A total of 270 learners from third, fourth and fifth grades in the CLIL programme (N = 184) and the non‐CLIL programme (N = 86) participated in this study. Data were collected through a young learners' L2 motivation questionnaire. Results indicated that CLIL learners overall displayed a significantly higher level of L2 motivation than their non‐CLIL counterparts in the Ideal L2 Self domain and L2 Learning Experience. However, students in the non‐CLIL programme overall rated themselves higher in the Ought‐to L2 Self domain. When comparing L2 motivation levels between CLIL and non‐CLIL sub‐groups in different grades, we found that the non‐CLIL subsamples' mean motivational scores witnessed a continuous decline with the increase of grade in the scales of Ideal L2 Self, Ought‐to L2 Self and Parental Expectations. Regarding Cultural Interest and L2 Learning Experience, CLIL students in both the fourth‐ and fifth‐grade cohorts exhibited a significantly higher level of motivation than their non‐CLIL peers. This study provides empirical evidence supporting the implementation of CLIL programme as a potential strategy to boost young learners' motivation towards L2 learning. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Chinese Language Teaching is the property of Clifford Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Miyajima Daihachi (1867-1943), a Japanese educator of the Chinese language, went to China for study in 1887 and returned to Japan in 1894, after which he established a Chinese language school and published several Chinese textbooks. His Chinese language school, the "Zenrin Syoin," was a key institution of Chinese teaching in Japan before World War II, and his elementary Chinese textbook, the Kyûsyûhen, was called the bible of Chinese learning, because it's easy to leam and close to life. This study researches Daihachi's handwritten notes, now kept at the national Diet Library, Japan, which recorded daily expressions in the Chinese language and conversations with Chinese people. The first part of the paper briefly introduces Daihachi's life and his status in the history of the Chinese language education in Japan by interpreting first-hand historical materials, including his correspondence with his father Miyajima Seiichiro, and his personal documents, which are kept now at the National Archives of Japan. The second part analyzes the content of the notes, including over 400 conversations and numerous corrections. The analysis of the proper nouns and temporal nouns in the conversations are used to identify the writing time of the notes, while analysis of the dialect words and traces of modification and sequences of the sentences shed light on the purpose and method of the notes and establish the patterns and reasons for the modifications. This latter exploration is supported by descriptions of Daihachi's compilation of Chinese textbooks in the memoirs of some Japanese scholars. The third part reveals the relation between the notes and Daihachi's Chinese textbooks by comparing them. [ABSTRACT FROM AUTHOR]

This present study investigated the Chinese vocabulary learning strategies of adolescent learners of Mandarin at two heritage language (HL) schools in Korea. A total of 450 participants from two secondary schools completed the Vocabulary Learning Strategy Inventory (VLSI). The quantitative analysis of the questionnaires was conducted through exploratory factor analysis and multivariate analysis of variance (MANOVA) in order to explore the Chinese vocabulary learning strategies and learner variables. The results found that ethnicity made no statistical differences in the four VLSI factors, but students' gender, home language use, Chinese proficiency, and nationality caused statistical differences in vocabulary learning strategies. This study can contribute to re-developing the VLSI for traditional character learning and the Sinographosphere context. The findings shed light on how individual learner differences relate to Chinese vocabulary learning strategies, which yields pedagogical implications. [ABSTRACT FROM AUTHOR]

Lexical ability, an umbrella term to cover various knowledge and skills pertaining to words in print, is a key component in reading comprehension. Little is known how different facets of lexical ability jointly contribute to L2 reading comprehension and how the contributions may differ between higher- and lower-proficiency L2 learners. This study, based on 201 adults who had studied Chinese in China, explored direct and indirect effects of distinct facets of lexical ability on L2 reading comprehension. The participants completed three paper-pencil tasks that measured three facets of lexical ability, that is, morphological awareness, character knowledge, and vocabulary knowledge. Their short-term memory, grammatical knowledge, and reading comprehension were also measured. Separate sets of path analysis showed that higher- and lower-proficiency learners had distinct patterns of relationships. Whereas higher-proficiency learners relied more on morphological awareness and vocabulary knowledge in L2 Chinese reading comprehension, lower-proficiency learners drew largely upon their character knowledge. [ABSTRACT FROM AUTHOR]

Despite the range of varieties of Han Chinese, Mandarin is the most widely studied variety in research on Chinese as a heritage language (CHL) around the world. To better understand the role of other varieties of Han Chinese in addition to Mandarin, this article presents a synthesis of research on the learning of Chinese varieties in formal and informal contexts worldwide. We reviewed 25 empirical studies in CHL learning worldwide to examine 1) the definition of CHL learning, 2) varieties of Chinese as heritage languages, 3) theoretical frameworks, and 4) research trends in formal CHL learning programs, as well as informal CHL learning in families and communities. Mandarin was found to be the most studied variety, while varieties such as Cantonese, Hakka, and Hokkien are less frequently investigated. The findings highlight research gaps related to the research contexts, language varieties, and theoretical frameworks in CHL learning. This review points to the need for the exploration of CHL learners in non-English-speaking regions, wider representation of Chinese varieties in CHL research, and inclusion of a broader range of formal and informal learning contexts in the CHL research. [ABSTRACT FROM AUTHOR]

To explore the washback of the HSK on students learning Chinese as a Second Language (CSL), the study surveyed 1,616 SCL students from 25 different mother tongue backgrounds and interviewed international students studying in China through questionnaire and interview. The following was found in this study: (a) The HSK influenced both the process and results of CSL learning, and the positive impact outweighed the negative impact. (b) Students' motivation and perception of the HSK were the key factors that influenced the level of HSK washback. (c) The HSK had different intensities of washback on students at different HSK levels, with the strong effect on students at the lower level and a weak effect on students at the higher level. Based on the findings, some implications and suggestions for learners, teachers and test designers are provided. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Chinese Language Teaching is the property of Clifford Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Chinese Language Teaching is the property of Clifford Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Chinese Language Teaching is the property of Clifford Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

By superimposing virtual information on the real teaching scene, it can inject new vitality into the teaching of Chinese in the Chinese language with the characteristics of and immersive learning experience. On the background of exploring virtual reality technology in Chinese education of Chinese language, the article introduces virtual reality technology in teaching, realizes voice interaction and gesture interaction functions, and builds a virtual reality teaching scene by using natural interaction technology. The learning experience test experiment has shown that the virtual reality teaching scene design proposed in this paper has achieved preliminary results with an average score of above 3.6. Through the analysis of student’s learning experiences and the pre-test and post-test analysis of learning motivation in the experimental and control classes, it is learned that the virtual reality teaching scene designed in this paper for Chinese language education has achieved good results.

In this paper, the video retrieval technique based on model migration makes full use of the migration learning technique to build a text encoder and video encoder to obtain text and video features. The text is preprocessed based on the BERT model, and text features are extracted by combining TF-IDF and mutual information. The logistic regression algorithm is applied to achieve text classification. The text mining techniques above are used to parse YouTube Chinese learning resources to extract their dissemination features. The results show that 5,286 (61.48%) of YouTube Chinese learning resources are from the category of “education,” and 2,294 (26.68%) are from the category of “people and blogs.” The video resources category is the most popular and loved category among learners due to its highest average number of views (1238214.3). The dissemination is significantly impacted by teachers’ performance, vivid language, and interaction during the teaching process. The indirect effect value test between online interaction, technical support, and resource quality, as well as satisfaction and intention to continue using, met the criterion of significance (p

In this paper, an improved semantic learning model under multimodal data fusion is proposed to model both image attention features and problem attention features using a network architecture of collaborative attention learning, which can effectively reduce irrelevant feature interference and extract more distinguishable features for image and problem representations. In addition, to address the high dimensionality as well as complex computational problems in the multimodal data fusion process, multimodal bilinear decomposition methods are utilized in order to achieve a more effective fusion of visual features in images and text features in questions to capture more complex interactions between multiple models. Compared with TF-IDF and TextRank, the accuracy rate of the model in this paper is 9.7% and 12.1% higher than them, respectively. The F=16.15, p

This paper explores all student related data using educational data mining techniques to draw conclusions about their performance and behavior. The main idea and theoretical basis of Random Forest is described, the importance of each feature is calculated using Random Forest based Important Feature Selection Algorithm, and each feature is ranked and the best feature is selected as the effective feature for constructing the performance prediction model. By Light GBM is to further improve the GBDT algorithm and XGBoost algorithm to construct the Light GBM grade prediction model in order to improve the training speed and the prediction ability of the model. In order to verify the feasibility of the constructed model, the application of sustainable education in Chinese language education is tested from various aspects such as model testing as well as learning behavior. The results show that the accuracy of the Ligth GBM grade prediction model increases from 0.68 to 0.918 when the course progress is raised from 10 to 100, i.e., the accuracy of the Ligth GBM grade prediction model in predicting students’ grades gradually increases as the course progresses, so that it can effectively analyze the application of sustainable education in Chinese education.

Guided by the system-focused perspective (Beltman, 2020. Understanding and examining teacher resilience from multiple perspectives. In C. F. Mansfield (Ed.), Cultivating teacher resilience. Springer. ) and the transdiciplinary framework (DFG, 2016. A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(S1), 19–47. ), this study adopted a qualitative phenomenological approach to explore how two Chinese language teachers in an EMI transnational university developed their collective resilience when navigating challenges through resources across micro-meso-macro levels of contexts. Multiple data sources were collected from government and institutional policy documents, in-depth semi-structured interviews and written reflections over four months and were analysed through phenomenological analysis and content analysis. The findings revealed the salient role of the multi-layered contexts in teachers' resilience-building processes, which motivated them to achieve the synergistic development of individuals and the institution through collaborative efforts. This study particularly pointed to the importance of conceptualising the contextual features as agentive in shaping collective resilience. We thus propose a multi-layered model for understanding the complex interactions of language teachers' collective resilience within this specific context of a transnational university, in which the three levels of contexts may be engaged in constant interactions to achieve a conceptual equilibrium. The study concludes with implications in regards to expanding our current understanding of the ways in which language teachers need to be supported throughout their resilience-building process and professional development in the long run. [ABSTRACT FROM AUTHOR]

Foreign language anxiety (FLA) has long been considered a debilitating factor that hinders second language acquisition. Despite many coping strategies, FLA continues to plague Chinese foreign language learners. Hence, this study examined multi-dimensional FLA among learners of Chinese EFL tertiary students This study was set in a public university in China and involved 190 second-year tertiary students. It employed an explanatory sequential research design wherein data were collected via a survey questionnaire and face-to-face interviews. The findings indicated that the students experienced medium-level multi-dimensional FLA, with listening anxiety recording the highest anxiety level. There were no significant differences in multi-dimensional FLA based on gender, but significant differences were recorded in multi-dimensional FLA among students possessing low, intermediate, and high English language proficiency levels. The findings imply the dynamic nature of multi-dimensional FLA and showed that skill-specific anxieties were interrelated. A low FLA could result from low motivation and interest in learning English, negatively affecting their language performance. These findings suggest that universities should enhance differentiated instruction to sustain quality EFL instruction in China among EFL tertiary learners. [ABSTRACT FROM AUTHOR]

This research is based on the framework of social constructivism, utilizing the principle of Human Universals as a methodology to compare the similarities and differences between the ideation and formation methods of Chinese characters and English alphabets. Through comparative analysis of the ideation of English letters (pictogramme) and the origin of Chinese characters, known as the "Six Categories Theory," we discover their alignment in terms of social, traditional, and cultural aspects. This suggests that different ethnic groups share common features in terms of life experience, learning cognitive development, and thinking habits. This study also finds that the origins of English letters and Chinese characters share similar linguistic features in their methods of constructing letters/characters, such as pictographic, ideographic, and semantic characteristics. Exploring these commonalities contributes to promoting learning and communication between Chinese and English characters. Additionally, by focusing on socio-cultural aspects, traditional customs, and cognitive learning, this study aims to break away from the traditional linguistic research approach that solely focuses on language differences. This provides a broader perspective and richer dimensions for Chinese and English language learning, facilitating the development of cross-linguistic and cross-cultural communication. [ABSTRACT FROM AUTHOR]

Copyright of Chinese Language Teaching Methodology & Technology (CLTMT) is the property of Cleveland State University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses Task-based Language Teaching (TBLT) implemented in the Chinese classroom. TBLT involves a three-phase pedagogical sequence, including pre-task, on-task, and post-task. Different task-based learning activities are designed to promote learners' language acquisition through the performance of tasks. Learners are engaged in interactive and collaborative communication to accomplish meaningful and relevant real life tasks. This article explores the application of one TBLT unit in Chinese for learners' language development in terms of both fluency and accuracy. [ABSTRACT FROM AUTHOR]

It is controversial whether English inflectional morphemes can be systematically borrowed into written Chinese since English and Chinese are typologically and orthographically different. This paper intends to investigate the borrowing of eight English inflectional morphemes [–'s (possessive), –(e)s (plural), –ed (past tense, past participle), –ing (present participle), –en (past participle),–s (the 3rd person singular), –er (comparative), and –est (superlative)] into Chinese with a corpus of Chinese newspapers collected from 2005 to 2021. The findings of this study suggest a significant presence of the systematically borrowed English inflectional morphemes into Chinese newspapers in terms of borrowability. Based on the analysis of the linguistic features and frequency distribution of the borrowed morphemes into Chinese newspapers, it can be concluded that the English inflectional morphemes borrowed can be well adapted into Chinese. [ABSTRACT FROM AUTHOR]

This study examined the effectiveness of Memrise application in motivating American middle school students to learn Chinese as a foreign language (CFL). Participants (N = 27) in the study were middle school students enrolled in CFL courses in an urban public middle school in the Midwestern region of the United States. During the study, the experimental group used the Memrise application while the control group used the traditional paper-made flashcards to learn new Chinese characters. Results of the mixed-design ANOVA indicated that there was no significant (p > .05) difference in the scores between students in the experimental and control groups on Chinese characters acquisition. However, the Group main effect was significant (p < .001), indicating that the students in the experimental group had stronger motivation in learning CFL than those in the control group. It is suggested that further research should include a larger sample size and other types of CFL learning applications. [ABSTRACT FROM AUTHOR]

The article discusses the presentation about academic studies related to China, delivered by professor Gregory Lee at the October 2022 Scottish Centre for China Research (SCCR) event held at the University of Glasgow in Scotland. Topics explored include the Chinese curriculum at the School of Oriental and African Studies (SOAS) in England in the 1970s, the discipline practised by Chinese cultural producers and scholars, and the study of literature and language in modernized Sinology.

Copyright of International Journal of Chinese Language Teaching is the property of Clifford Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study reports the results of a national survey of the types and uses of assessments for matriculating secondary students into college Chinese language programs. In addition to providing an overview of college placement procedures obtained from 35 college Chinese programs, the survey also probed into the rationales behind the varied placement procedures across different colleges and universities, the range of commonly used standardized tests and related policies and perceptions, and the perceived effectiveness of such practices by 125 secondary and 74 postsecondary instructors. Our analysis identifies both practices that hinder high school students' smooth transition to college and practices that facilitate the transition and achieve optimal placement in postsecondary Chinese programs. Based on analyses of convergent and divergent practices and perspectives, we recommend a series of principles and strategies for more effective secondary‐postsecondary articulation of Chinese language programs in the United States. The Challenge: How are high school students who have studied Chinese placed into college courses? How are placement tests designed and administered? How do placement practices promote or hinder students transitioning into college Chinese language programs? Understanding placement tests, a key mechanism of secondary–postsecondary language program articulation, is critical to improving articulation. [ABSTRACT FROM AUTHOR]

A great deal of research has recognized the necessity of receiving proper predeparture training for being able to truly benefit from international internship experiences. However, few researchers have taken the next step by exploring how domestic programs could pedagogically and psychologically prepare students for their professional experiences abroad. This study examines the role that a language‐for‐specific‐purposes course plays in the process of preparing students for their upcoming internship experiences in the target culture, with a focus on intercultural negotiation. The findings suggest the students were able to successfully develop the cultural awareness and communicative skills necessary to engage in the negotiation of cultural boundaries. Furthermore, the study discusses how the introduction of a role model, in‐depth workplace scenarios, and creating a holistic view of one's learning experiences are the three pedagogical elements that contribute to the construction of a professional L2 self. The Challenge: Considerable research revolves around the correlation between an imagined L2 self and sustained learning motivation. But how to develop such a vision through pedagogical practices? This study examines a domestic program that pedagogically and psychologically helps learners construct a detailed vision of global‐professional self through predeparture training for their upcoming international internships. [ABSTRACT FROM AUTHOR]

While emotional geography is a burgeoning field in educational research, research on foreign languages education, and Chinese language education specifically, has largely ignored emotionality and space. We begin to rectify this situation through nuancing how students’ Chinese language learning experiences are (re)shaped by recurrent emotional and relational experiences in distinctive ways. More specifically, we focus on how emotional geographies manifest in encounters with difference, where underprivileged students’ emotions are both evoked and become attuned to the learning within a multicultural Australian primary school. Thus, this paper serves as a counter-discourse to more technical and linguistic driven conceptions of teaching that dominate language education and research. Our central argument is that the spatiality of the classroom, physical closeness, and sociocultural distance created possibilities for experiencing different aspects of emotionality. The emotional geographies inducted students into learning may break through fear of China/the Chinese in Australia where Sinophobia and Sinophilia co-exist. This article, therefore, contributes to the conceptual development of emotional geographies of education by expanding it to Chinese language education and paying close attention to global citizenship and multiculturalism, which have (to date) been largely implicit in the field. [ABSTRACT FROM AUTHOR]

Culture is inescapable in education, incorporating cross-cultural dialogue and serving as the foundation of Chinese foreign education (CIE). This study aims to investigate, from the standpoint of intercultural communication, the impact of sports on the development of a positive psychological climate in CIE. The study employed quantitative and qualitative methods, collected data through tests, classroom observation, and interviews, and conducted a quasi-experimental comparison of the experimental group learning CIE and culture curriculum and the control group learning traditional language skills curriculum. This study determined that the experimental group's cross-cultural attitude improved more rapidly after the systematic study of cultural courses, which plays a more significant influence in fostering a positive psychological climate in CIE. In addition, the study indicated that culture is transmitted through language and that cultural elements play an essential role in language acquisition. In addition, most learners of a second language originate from nations and areas with different cultural backgrounds than the target language. Comparing one's culture with students and determining the most effective cross-cultural communication strategies are essential for teaching. [ABSTRACT FROM AUTHOR]

It is a huge honour and an immense privilege to contribute to this special issue on Michael Halliday's hitherto unpublished work, "Exploring the 'language' part of language education", not least because the paper was conceptualised in response to what he had observed over a period of three years (1997–2000) as External Examiner for the B.Ed. (Language Education) programme from 1997–2000 at my university – the University of Hong Kong. In this short piece, I will provide the context for Halliday's paper, which may help readers to better understand the motivation that inspired it and his frequent reference to the Hong Kong situation. I will also draw on the comments he made in his examiner's reports that are in a way precursors to the expositions in this paper., I will end with my personal reflection on the significance of the paper not only for teacher education but also for education. [ABSTRACT FROM AUTHOR]