How the Chinese language encourages the paradigm shift toward discourse in linguistics

2019 ◽  
Vol 10 (1) ◽  
pp. 84-112
Author(s):  
Mary S. Erbaugh

Abstract The Chinese language has encouraged the paradigm shift in linguistics away from Chomsky-style sentence-internal rules toward usage-based discourse. Analysts have debated two possibilities: is Chinese an allegedly ‘inferior’ and ambiguous language because it rests on the ‘three zeros’: zero subjects, zero anaphora, and zero tense? Or does Chinese use ‘hidden complexity’ (Bisang 2009) to make reference clear by discourse marking? Chinese pressure points on linguistic theory center on these ‘three zeros’. Zero subjects have influenced a broader research category of topic-centered languages. Zero anaphora influenced reference tracking beyond the sentence. Zero tense expanded understanding of time and aspect. The process of the shift comes from international networks of multilingual scholars of Chinese. They have collaborated to form a critical mass of explicitly comparative, empirical research. Chinese interdisciplinary research has been especially influential in typology, child language, cross-cultural communications, translation and artificial intelligence. Fifty years ago, mainstream conferences, textbooks, books, and journals almost never featured Chinese. Now they routinely do.

Author(s):  
Jian Huang ◽  
Gang Shen ◽  
Xiping Ren

The influence of artificial intelligence technology on teaching design is explored to improve teaching efficiency. First, artificial intelligence is introduced and its impacts on teaching design are analyzed. Second, the connotation of the paradigm of teaching design and the paradigm shift for teaching design are explored using the paradigm shift analysis framework. Finally, the changes in teaching design under artificial intelligence are analyzed, and the impacts of artificial intelligence on teaching activities are investigated. The results show that the application of artificial intelligence technology has led to different levels of change in the six elements of teaching design, including teaching objectives, service objects (teachers and students), teaching content, teaching media, teaching environment, and teaching evaluation. The connotation and paradigm shift of the teaching design are introduced from the four elements based on the artificial intelligence technology. It is found that artificial intelligence technology can enhance the learning ability and cognitive ability of students to a certain extent while improving the teaching efficiency and learning efficiency. The investigation proves that the teaching design based on artificial intelligence technology can be applied to teaching activities, thereby improving the learning efficiency of students and the teaching efficiency of teachers.


Author(s):  
Wenying Zhou ◽  
Guofang Li

In this chapter, a qualitative approach was used to enlist Chinese immersion practitioners in the identification and elaboration of issues and challenges in Chinese immersion language teaching. Through extensive individual interviews and reflection writings, six pre--1 Chinese immersion teachers recruited from China in five school settings served as informants. Data analyses revealed that the Chinese immersion teachers encountered significant challenges in six major areas of their immersion teaching: curriculum development, use of the target language, classroom management, subject area teaching, teaching style, and working with American partners and parents. These varied challenges suggest that professional development for Chinese immersion teachers needs to include training in cross-cultural classroom management skills, curriculum development, content-based Chinese language teaching, and host country school culture education.


Author(s):  
Alexander Riegler

Interdisciplinary research provides in¬spirations and insights into how a variety of disciplines can contribute to the formulation of an alternative path to artificial cognition systems. It has been suggested that results from ethology, evolutionary theory and epistemology can be condensed into four boundary conditions. They lead to the outline of an architecture for genuine cognitive systems, which seeks to overcome traditional problems known from artificial intelligence research. Two major points are stressed: (a) The maintenance of explanatory power by favoring an advanced rule-based system rather than neuronal systems, and (b) the organizational closure of the cognitive apparatus, which has far-reaching implications for the creation of meaningful agents.


2019 ◽  
Vol 35 (1) ◽  
pp. 28-35 ◽  
Author(s):  
Joseph E Burns ◽  
Jianhua Yao ◽  
Ronald M Summers

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