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 A Case Study on the Pattern of Classroom Discourse in Teaching Chinese as a Foreign Language

2021 ◽  
Vol 5 (10) ◽  
pp. 172-177
Author(s):  
Liqing Li
Keyword(s):  
Foreign Language ◽  
Classroom Discourse ◽  
Structural Model ◽  
Teaching Quality ◽  
Discourse Structure ◽  
Classroom Teaching ◽  
Structure Model ◽  
Teacher Student ◽  
Chinese Classroom ◽  
Teaching Chinese

Based on the IRF (initiation, response, and feedback) classroom discourse structure model proposed by Sinclair and Coulthard, this research analyzes and studies the actual corpus of Chinese classroom teaching in Thailand, focusing on the structural model of teacher-student communication discourse, mainly from two aspects of teachers’ feedback. On the one hand, it investigates whether IRF is fully applicable to Chinese classroom teaching and whether there are special situations to it. On the other hand, it attempts to summarize the discourse structure model of Chinese classroom teaching and explores the application of the research results in helping Chinese teachers improve their teaching quality in hope that constructive suggestions can be proposed for teaching Chinese as a foreign language.

scholarly journals Teaching on Chinese Writing in Binus University

Humaniora ◽  
2011 ◽  
Vol 2 (1) ◽  
pp. 696
Author(s):  
Ma Feng
Keyword(s):  
Foreign Language ◽  
Written Expression ◽  
Classroom Teaching ◽  
Writing Class ◽  
Teachers And Students ◽  
Practice Teaching ◽  
The Aesthetic ◽  
Chinese Writing ◽  
Teaching Chinese

Combination of practice teaching Chinese as a foreign language in BINUS University, this article takes the Chinese writing teaching as an example, and analyses “as the student core, as the fun concept” writing modes. Firstly, serious explain: increasing the vitality of classroom teaching, using multimedia methods to make students get interested in; Secondly, article practice: making the written expression be the basis and revealing true feelings as commander, constantly pursue the aesthetic article; Thirdly, feedback and communion: using Facebook, Binusmaya, Binusblog, Chinese newspapers and other channels of interaction to communicate between teachers and students. Through the three steps, we could select the theme which students loved, create a relaxed atmosphere in the writing class, and then the students will be pleasure of writing gradually. 

scholarly journals Innovation research on foreign language teaching theory with Chinese characteristics based on Whitehead’s process philosophy

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Hui Su
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Rapid Development ◽  
Foreign Language Learning ◽  
Process Philosophy ◽  
Foreign Language Teaching ◽  
Innovation Research ◽  
Teachers And Students ◽  
Feasible Solutions

AbstractSince China’s reform and opening up, foreign language teaching (FLT) in China has achieved rapid development under the guidance of foreign language teaching theories both at home and abroad. However, problems such as ‘time-consuming and inefficient foreign language learning’ and the presence of ‘dumb foreign languages’ in FLT in China have not been fundamentally solved. Based on Whitehead’s process philosophy, this research aims to put forward feasible solutions to the existing problems in FLT in China so that the level of FLT in China can be promoted by discussing the purpose, contents, processes and stages of FLT and the relationship between teachers and students in both FLT and FLT evaluation systems.

scholarly journals College English Classroom Teaching Evaluation Based on Particle Swarm Optimization – Extreme Learning Machine Model

2017 ◽  
Vol 12 (05) ◽  
pp. 82 ◽  
Author(s):  
Baojian Wang ◽  
Jing Wang ◽  
Guoqiang Hu
Keyword(s):  
Foreign Language ◽  
Index System ◽  
Quality Evaluation ◽  
English Education ◽  
Teaching Quality ◽  
Evaluation Index System ◽  
Evaluation Index ◽  
Classroom Teaching ◽  
Machine Model ◽  
English Classroom

The quality evaluation of English classroom teaching carries great significance in promoting English teaching reform and raising the quality of English education at university level in China. In this paper, a quality evaluation index system is introduced for the classroom teaching of English as a foreign language (EFL), and an EFL classroom teaching quality evaluation model is built based on the PSO-ELM algorithm with an ELM model constructed for comparison. A comparison shows that the PSO-ELM algorithm can obtain better accuracy with less hidden layer neurons, hence lowering the demand upon experiment samples and strengthening the fitting ability of the model. Experiment results show that the PSO-ELM algorithm is feasible to evaluate classroom teaching of English as a foreign language. The designed English classroom teaching quality evaluation index system is thus confirmed as effective, and is expected to improve the quality and management of classroom teaching of English as a foreign language.

Conversation Code-switching in Class with Chinese as Foreign Language

2016 ◽  
Vol 6 (4) ◽  
pp. 894
Author(s):  
Junqing Wang ◽  
Junli Wu
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Code Switching ◽  
Target Language ◽  
Overseas Students ◽  
Sequence Organization ◽  
Language Class ◽  
Teachers And Students ◽  
Audio Data ◽  
Chinese As Foreign Language

This study focused on the function, forms, and frequency of conversation code-switching used by bilinguals in the class with Chinese as foreign language. Qualitative questionnaire and quantitative conversation audio data were collected and analyzed among 56 teachers and 315 overseas students as participants in the study. The questionnaire and data conversation analysis showed both teachers and students were free to use their L1 or L2 according to their own needs and desires, which meant code-switching was not as directly related to the target language proficiency as expected. Instead, it could be a strategy for successful class communication to repair trouble source in listening, understanding or expressing. In some cases, code-switching could be a turn mark to initiate a new turn or remind other participants to be attentive to catch the utterance at the possible transition relevant space (TRS). It also found code-switching between L2 and L1 possibly meant some trouble source initiated repair in understanding, expression or interaction especially in foreign language class conversation. Finally, neither teacher nor students meant to prefer L1 or L2, they preferred to switch to the appropriate language in sequence organization to make sure the class interaction could be carry on smoothly.

Research on Integration of Multimedia Computer Technology and Teaching Chinese as a Foreign language

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Guangyu Zeng ◽  
Haixia Yang
Keyword(s):  
Foreign Language ◽  
Computer Technology ◽  
Rapid Development ◽  
Multimedia Technology ◽  
Language Curriculum ◽  
Multimedia Teaching ◽  
Technology In Teaching ◽  
The Status ◽  
Technology And Teaching ◽  
Teaching Chinese

With the rapid development of multimedia computer technology, the combination of multimedia computer technology and teaching has increased, and it has been widely used in the course of teaching Chinese as a foreign language, especially during the COVID-19 pandemic. In the development of teaching Chinese as a foreign language, multimedia technology plays an important role in integrating resources, highlighting details in classrooms, stimulating students’ interest and promoting students’ expression skills. The application of multimedia computer technology can bring convenience to teachers and overcome the drawbacks of traditional teaching models. At the same time, the modern teaching methods make full use of the excellent characteristics of computers, which has made teaching Chinese as a foreign language more interesting and accessible to a certain extent. This paper mainly illustrates the status quo of applying multimedia technology in teaching Chinese as a foreign language, and based on practical situations, offers the integrated mechanism of combining multimedia computer technology and the course of teaching Chinese as a foreign language, thus promoting the in-depth development of the course of teaching Chinese as a foreign language. Keywords: Multimedia, teaching Chinese as a foreign language, curriculum, integration.

Optimization Research on English Teaching under Network Environment

2014 ◽  
Vol 926-930 ◽  
pp. 4532-4535
Author(s):  
Li Yan Zhu
Keyword(s):  
English Learners ◽  
Rapid Development ◽  
Optimization Methods ◽  
Teaching Quality ◽  
System Structure ◽  
Network Environment ◽  
Network Teaching ◽  
English Teaching ◽  
Optimization Principle ◽  
Teachers And Students

With the rapid development of information technology, using computers to assist English teaching has become an important method. The advanced network technology can optimize English teaching mode, improve English teaching quality, meet the personalized requirements of English learners and improve students’ English application ability. This article introduces the system structure of English network teaching. On the basis of this structure, the optimization principles and methods of English teaching under network environment are analyzed. The optimization principles mainly include the most optimization principle, the compatibility principle, the personalized teaching principle, the autonomous learning principle and the interactivity principle. The optimization methods include the optimization of teachers and students.

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