The Use of English as a Lingua Franca in Teaching Chinese as a Foreign Language: A Case Study of Native Chinese Teachers in Beijing

2013 ◽  
pp. 161-177 ◽  
Author(s):  
Danping Wang
Keyword(s):  
Foreign Language ◽  
Chinese Teachers ◽  
Lingua Franca ◽  
Teaching Chinese

scholarly journals Code-switching Analysis in TCFL Classroom from the Perspective of Sociolinguistics

2020 ◽  
Vol 10 (12) ◽  
pp. 1551
Author(s):  
Juan Ma
Keyword(s):  
Foreign Language ◽  
Rapid Development ◽  
Teaching Quality ◽  
Code Switching ◽  
Classroom Teaching ◽  
Chinese Teachers ◽  
Small Branch ◽  
Teachers And Students ◽  
Bilingualism And Multilingualism ◽  
Teaching Chinese

With the increasingly frequent international exchanges and cooperation, bilingualism and multilingualism have become a common social phenomenon. Along with this social trend, sociolinguistics, was once regarded as a marginal and small branch of linguistic research, which has been paid a growing number of attention from linguists and scholars in this field in recent years. Code switching is a central topic in sociolinguistics. In the past few decades, a large number of scholars have done a lot of research about code switching from articles, journals and books. Although many achievements have been made in code conversion in recent years, little work has been done in teaching Chinese as a foreign language. With the rapid development and immaturity of teaching Chinese as a foreign language, it is only in a marginal position in teaching methods and foreign language teaching research system. Based on linguistic theory, this paper analyzes the causes and functions of code switching in foreign Chinese teachers' classroom teaching by observing the phenomenon of code switching in foreign Chinese teachers' classroom teaching and conducting follow-up interviews with teachers and students after class. The results show that teachers can help students to accept new knowledge more effectively and they highlight the key points and difficulties in class, so teachers play an important role in improving the teaching quality. In addition, the conclusion reflects the actual situation of teaching Chinese as a foreign language to a certain extent, and provides a reference for improving the teaching ability and classroom teaching effect of foreign Chinese teachers.

scholarly journals Barriers to Technology Integration into Teaching Chinese as a Foreign Language: A Case Study of Australian Secondary Schools

2021 ◽  
Vol 11 (5) ◽  
pp. 17
Author(s):  
Yueying Zeng ◽  
Wenying Jiang
Keyword(s):  
Technology Integration ◽  
Secondary Schools ◽  
Foreign Language ◽  
Technology Learning ◽  
Technology Users ◽  
Tool Technology ◽  
Chinese Teaching ◽  
Teaching Chinese ◽  
Barriers To Technology

This case study examines the barriers to technology integration into teaching Chinese as a foreign language (CFL) in Australian secondary schools. Previous research on technology integration predominantly focused on higher education and English as a second language. This study extends the field by exploring barriers in secondary schools and targeting Chinse instruction. It identified three layers of barriers: The tool (technology), The user (teacher and student), and The tool supporter (school). This study highlights the students as technology users and as significant factors behind the teacher’s technology consideration. Among the identified barriers, most notably were limited and blocked access to technology, a lack of time for class preparation and technology learning, a lack of technology knowledge, a lack of professional development, and students’ distracting behaviours. Suggestions were made accordingly to improve tech-integrated Chinese teaching in Australian secondary schools.

scholarly journals Understanding the Sustainable Development of L2 Chinese Teachers in New Zealand: A Case Study of Teaching Assistants’ Motivational Engagement in Teaching Chinese as a Foreign Language

2021 ◽  
Vol 13 (10) ◽  
pp. 5521
Author(s):  
Peijian Paul Sun
Keyword(s):  
Sustainable Development ◽  
New Zealand ◽  
Foreign Language ◽  
Teaching Assistants ◽  
Value Theory ◽  
Chinese Teachers ◽  
The Sustainable Development ◽  
L2 Chinese ◽  
The Impact

Informed by the expectancy–value theory and the motivational factors influencing teaching model choices, this case study explored three Chinese-as-a-foreign-language teaching assistants’ (L2 Chinese TAs’) motivational engagement in teaching L2 Chinese as a sustainable and lifelong career in New Zealand. Each TA participated in three rounds of semi-structured interviews in the process of data collection. The findings revealed that (1) the TAs’ expectancy was all student oriented, regardless of their different backgrounds; (2) the different values of L2 Chinese teaching contributed to the TAs’ teaching performance and career choices; and (3) the impact of teaching self-efficacy on the TAs’ profession retention was pivotal, but controversial, when taking their previous majors into account. Implications for the sustainable development of L2 Chinese teachers were discussed.

scholarly journals On the Cognition of Second Language Mental Lexicon and Teaching Chinese as a Foreign Language

2021 ◽  
Vol 4 (12) ◽  
Author(s):  
Yingyi Lu
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Teaching Methods ◽  
Mental Lexicon ◽  
Chinese Teachers ◽  
Long Time ◽  
Teaching Chinese ◽  
The Brain

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.

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

2020 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Dyas Intan Rachmawati ◽  
Jurianto Jurianto
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
English Department ◽  
Common Phenomenon ◽  
Speaking Anxiety ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Achievement Score ◽  
Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

Sign in / Sign up

Export Citation Format

Share Document