研究针对当前汉语口语教学中存在的问题,提出了数字化叙事的教学实验对策,以此考察数字化叙事对汉语学习者口语表达能力的影响。通过对两个语言班的留学生进行为期两个月的实证研究,结果发现,与对照组相比,实验组学生的口语成绩有显著提...研究针对当前汉语口语教学中存在的问题,提出了数字化叙事的教学实验对策,以此考察数字化叙事对汉语学习者口语表达能力的影响。通过对两个语言班的留学生进行为期两个月的实证研究,结果发现,与对照组相比,实验组学生的口语成绩有显著提升,且在二语产出的三个衡量维度(流利度、准确度以及复杂度)均有显著影响。研究表明,数字化叙事教学能够有效促进学生的口语表达能力,对学生具有积极的促学作用,这在一定程度上证明数字化叙事在汉语口语教学中有着巨大的研究价值。This paper addressed the existing challenge in Chinese oral language instruction and proposed a teaching experimental strategy based on digital storytelling to examine its impact on the oral expression skills of Chinese language learners. Through a two-month empirical study involving international students from two language classes, results revealed that the experimental group demonstrated significant improvement in oral performance compared to the control group, with notable effects across three dimensions of second language (L2) production: fluency, accuracy, and complexity. The findings indicated that digital storytelling can effectively enhance students’ oral expression abilities and have a positive effect on learning, thereby confirming the significant research value of digital storytelling in Chinese oral language instruction.展开更多
在全球化发展的背景下,跨文化交际不可避免,其中同情语言作为语用交际中的重要组成部分,在维系社会关系和促进情感交流方面具有不可替代的作用。在不同文化语境下,交际者使用的同情语策略不仅反映了其个人情感表达方式,更折射出其背后...在全球化发展的背景下,跨文化交际不可避免,其中同情语言作为语用交际中的重要组成部分,在维系社会关系和促进情感交流方面具有不可替代的作用。在不同文化语境下,交际者使用的同情语策略不仅反映了其个人情感表达方式,更折射出其背后受文化影响的面子观念。基于Erving Goffman的面子理论,分析高级汉语学习者与母语者在五种同情语语用策略上的差异。研究结果显示,母语者更倾向于使用情感化和人际导向的策略,而学习者更倾向于理性化和问题解决策略,二者在语用策略的多样性和适当性上表现出显著差异。本研究旨在揭示语言学习者在同情表达中的语用挑战,为跨文化语用研究及汉语教学提供新的视角。In the context of globalization, cross-cultural communication has become inevitable. Sympathetic speech, as a crucial component of pragmatic interaction, plays an irreplaceable role in maintaining social relationships and facilitating emotional exchanges. In different cultural contexts, the pragmatic strategies of sympathetic speech not only reflect individuals’ personal emotional expressions but also reveal the influence of culturally shaped face perceptions. Drawing upon Erving Goffman’s face theory, this study analyzes the differences in five pragmatic strategies of sympathetic speech between advanced Chinese learners and native speakers. The findings indicate that native speakers prefer emotional and relationally oriented strategies, whereas learners tend to adopt rational and problem-solving approaches. Significant differences were observed in the diversity and appropriateness of pragmatic strategies. This research aims to uncover the pragmatic challenges faced by language learners in expressing sympathy, providing insights into cross-cultural pragmatics and Chinese language teaching.展开更多
本研究基于国际中文教育文化教学的需求,以《山海经》神话为教学素材,探索通过创造力教学模式提升外国学生的语言能力和文化理解力。通过对22名留学生的教学实践,研究发现该模式能够有效激发学生的创造力,提高学习兴趣和语言表达能力。...本研究基于国际中文教育文化教学的需求,以《山海经》神话为教学素材,探索通过创造力教学模式提升外国学生的语言能力和文化理解力。通过对22名留学生的教学实践,研究发现该模式能够有效激发学生的创造力,提高学习兴趣和语言表达能力。研究结果表明,明确的学习计划和神话元素的融入,不仅优化了教学过程,还深化了学生对中国文化的认知,为国际中文教育提供了创新的教学思路。This study, based on the needs of cultural teaching in international Chinese education, explores the use of the myths in Shanhai Jing (Classic of Mountains and Seas) as teaching material through a creativity-based teaching model to enhance foreign students’ language skills and cultural understanding. Through the teaching practice involving 22 international students, the study finds that this model effectively stimulates students’ creativity, increases their learning interest, and improves their language expression abilities. The results indicate that a clear learning plan and the integration of mythological elements not only optimize the teaching process but also deepen students’ understanding of Chinese culture, providing innovative teaching ideas for international Chinese education.展开更多
随着中国经济的迅猛发展,在世界各地掀起了一股学习中文的热潮。例如,澳洲当地教育部门在中小学创办了各种有特色的中文教学项目,以培养学生对中文的兴趣和为当地劳动力市场提供有能力的双语人才。然而,这些项目中的中文教师大多数是来...随着中国经济的迅猛发展,在世界各地掀起了一股学习中文的热潮。例如,澳洲当地教育部门在中小学创办了各种有特色的中文教学项目,以培养学生对中文的兴趣和为当地劳动力市场提供有能力的双语人才。然而,这些项目中的中文教师大多数是来自中国,在教学理念、内容和方法上很难适应和满足当地学生的特点及需求。鉴于此,当前案例研究者参与了澳洲当地一项中文教学研究项目,并且结合观察、照片启发式访谈与文件方法收集了相关数据。研究者通过激活和利用其汉语语言与文化中的相关概念与隐喻,作为已有的知识库,体现了其强有力的超语能力,并且在教学过程中结合互动白板科技,提高了当地学生的课堂参与度和学习成效。因此,这样不仅为构建澳洲本土化的中文课程做出了相应的贡献,而且为国际中文教育领域带来了新的研究视角和方向。With the rapid development of China’s economy, there has been a wave of learning Chinese language all over the world. For example, in Australia, the local education department has established various distinctive Chinese teaching and learning programs for primary and secondary school students to cultivate their interests in Chinese and to provide capable bilingual talents for its labour market. However, most teachers in these programs are native Chinese speakers that are from China. It is more difficult for them to adapt to and meet the characteristics and needs of local students in terms of teaching concepts, content and methods. In view of this, the teacher-researcher in this case study participated in a local Chinese teaching and research program, with the combination of observations, photo-elicitation interviews and documents for data collection. By activating and utilizing the relevant concepts and metaphors, originated from the teacher-researcher’s Chinese language and culture, as the existing funds of knowledge, such a process embodied his powerful translanguaging capability, and the combination of interactive whiteboard technology in improving the local school students’ engagement and learning outcomes in class. It thus not only contributed to the construction of localized Chinese curriculums in the Australian education context, but also brought a new research perspective and direction concerning the field of international Chinese language education.展开更多
文摘研究针对当前汉语口语教学中存在的问题,提出了数字化叙事的教学实验对策,以此考察数字化叙事对汉语学习者口语表达能力的影响。通过对两个语言班的留学生进行为期两个月的实证研究,结果发现,与对照组相比,实验组学生的口语成绩有显著提升,且在二语产出的三个衡量维度(流利度、准确度以及复杂度)均有显著影响。研究表明,数字化叙事教学能够有效促进学生的口语表达能力,对学生具有积极的促学作用,这在一定程度上证明数字化叙事在汉语口语教学中有着巨大的研究价值。This paper addressed the existing challenge in Chinese oral language instruction and proposed a teaching experimental strategy based on digital storytelling to examine its impact on the oral expression skills of Chinese language learners. Through a two-month empirical study involving international students from two language classes, results revealed that the experimental group demonstrated significant improvement in oral performance compared to the control group, with notable effects across three dimensions of second language (L2) production: fluency, accuracy, and complexity. The findings indicated that digital storytelling can effectively enhance students’ oral expression abilities and have a positive effect on learning, thereby confirming the significant research value of digital storytelling in Chinese oral language instruction.
文摘在全球化发展的背景下,跨文化交际不可避免,其中同情语言作为语用交际中的重要组成部分,在维系社会关系和促进情感交流方面具有不可替代的作用。在不同文化语境下,交际者使用的同情语策略不仅反映了其个人情感表达方式,更折射出其背后受文化影响的面子观念。基于Erving Goffman的面子理论,分析高级汉语学习者与母语者在五种同情语语用策略上的差异。研究结果显示,母语者更倾向于使用情感化和人际导向的策略,而学习者更倾向于理性化和问题解决策略,二者在语用策略的多样性和适当性上表现出显著差异。本研究旨在揭示语言学习者在同情表达中的语用挑战,为跨文化语用研究及汉语教学提供新的视角。In the context of globalization, cross-cultural communication has become inevitable. Sympathetic speech, as a crucial component of pragmatic interaction, plays an irreplaceable role in maintaining social relationships and facilitating emotional exchanges. In different cultural contexts, the pragmatic strategies of sympathetic speech not only reflect individuals’ personal emotional expressions but also reveal the influence of culturally shaped face perceptions. Drawing upon Erving Goffman’s face theory, this study analyzes the differences in five pragmatic strategies of sympathetic speech between advanced Chinese learners and native speakers. The findings indicate that native speakers prefer emotional and relationally oriented strategies, whereas learners tend to adopt rational and problem-solving approaches. Significant differences were observed in the diversity and appropriateness of pragmatic strategies. This research aims to uncover the pragmatic challenges faced by language learners in expressing sympathy, providing insights into cross-cultural pragmatics and Chinese language teaching.
文摘本研究基于国际中文教育文化教学的需求,以《山海经》神话为教学素材,探索通过创造力教学模式提升外国学生的语言能力和文化理解力。通过对22名留学生的教学实践,研究发现该模式能够有效激发学生的创造力,提高学习兴趣和语言表达能力。研究结果表明,明确的学习计划和神话元素的融入,不仅优化了教学过程,还深化了学生对中国文化的认知,为国际中文教育提供了创新的教学思路。This study, based on the needs of cultural teaching in international Chinese education, explores the use of the myths in Shanhai Jing (Classic of Mountains and Seas) as teaching material through a creativity-based teaching model to enhance foreign students’ language skills and cultural understanding. Through the teaching practice involving 22 international students, the study finds that this model effectively stimulates students’ creativity, increases their learning interest, and improves their language expression abilities. The results indicate that a clear learning plan and the integration of mythological elements not only optimize the teaching process but also deepen students’ understanding of Chinese culture, providing innovative teaching ideas for international Chinese education.
文摘随着中国经济的迅猛发展,在世界各地掀起了一股学习中文的热潮。例如,澳洲当地教育部门在中小学创办了各种有特色的中文教学项目,以培养学生对中文的兴趣和为当地劳动力市场提供有能力的双语人才。然而,这些项目中的中文教师大多数是来自中国,在教学理念、内容和方法上很难适应和满足当地学生的特点及需求。鉴于此,当前案例研究者参与了澳洲当地一项中文教学研究项目,并且结合观察、照片启发式访谈与文件方法收集了相关数据。研究者通过激活和利用其汉语语言与文化中的相关概念与隐喻,作为已有的知识库,体现了其强有力的超语能力,并且在教学过程中结合互动白板科技,提高了当地学生的课堂参与度和学习成效。因此,这样不仅为构建澳洲本土化的中文课程做出了相应的贡献,而且为国际中文教育领域带来了新的研究视角和方向。With the rapid development of China’s economy, there has been a wave of learning Chinese language all over the world. For example, in Australia, the local education department has established various distinctive Chinese teaching and learning programs for primary and secondary school students to cultivate their interests in Chinese and to provide capable bilingual talents for its labour market. However, most teachers in these programs are native Chinese speakers that are from China. It is more difficult for them to adapt to and meet the characteristics and needs of local students in terms of teaching concepts, content and methods. In view of this, the teacher-researcher in this case study participated in a local Chinese teaching and research program, with the combination of observations, photo-elicitation interviews and documents for data collection. By activating and utilizing the relevant concepts and metaphors, originated from the teacher-researcher’s Chinese language and culture, as the existing funds of knowledge, such a process embodied his powerful translanguaging capability, and the combination of interactive whiteboard technology in improving the local school students’ engagement and learning outcomes in class. It thus not only contributed to the construction of localized Chinese curriculums in the Australian education context, but also brought a new research perspective and direction concerning the field of international Chinese language education.
