The Effects of Tone Training on Tone Perception Accuracy in Chinese Language Classrooms

2019 ◽  
pp. 21-44
Author(s):  
Yen-Chen Hao ◽  
Jennifer Li-Chia Liu
Keyword(s):  
Chinese Language ◽  
Tone Perception ◽  
Language Classrooms

scholarly journals Teacher Engagement in Language Teaching: Investigating Self-Efficacy for Teaching Based on the Project “Sino-Greece Online Chinese Language Classrooms”

2021 ◽  
Vol 12 ◽  
Author(s):  
Chunrong Bao ◽  
Lawrence Jun Zhang ◽  
Helen R. Dixon
Keyword(s):  
Academic Success ◽  
Self Efficacy ◽  
Chinese Language ◽  
Mode Of Delivery ◽  
The Self ◽  
Teacher Engagement ◽  
Internal Factors ◽  
Written Narratives ◽  
Language Classrooms ◽  
High Level

The support of sustainable learning of foreign languages requires teacher engagement and a high level of self-efficacy, both of which are cornerstones for the persistence of teachers in carrying out teaching activities to help learning. The need for such attributes is even more crucial when online learning platforms as a mode of delivery are becoming increasingly popular. We would argue that keeping students engaged and motivated to attain their academic success online calls for the increased levels of resilience and efforts of teachers. Although self-efficacy of teachers has been widely considered crucial in the professional practices of teachers, there is a paucity of research studies on the self-efficacy of teachers who teach Chinese as a foreign language (CFL) using online platforms. Such a gap becomes prominent after the sudden outbreak of the COVID-19 pandemic, especially in places where there are now numerous calls for online CFL classes. In order to fill in this gap, this study was conducted with a frontline CFL teacher as the participant and aimed to detect thoroughly the trajectories of self-efficacy of a CFL teacher in a completely new teaching context. Embedded in the Project of Sino-Greece Online Chinese Language Classrooms, this study employed narrative inquiry and case study as methodological approaches. Thematic analysis was used to analyze the data that consisted of written narratives (the teacher's teaching journals and reflections, field notes of teaching assistant, and emails of students) and spoken narratives. Three research questions guided this study: What are the teacher's beliefs about (1) the opportunity of teaching CFL online? (2) the management of this online project? (3) her personal capability to foster students' engagement in this project? These three questions focused, respectively, on the three components of the self-efficacy system of a teacher (personal efficacy, efficacy within the organization, and professional efficacy). Findings illustrated that the efficacy beliefs of the teacher in these three aspects were at different levels, which resulted from the interplay of external and internal factors; when external factors appeared to be negative, internal factors seemed to play an essential role.

Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design

2017 ◽  
Vol 22 (3) ◽  
pp. 264-288 ◽  
Author(s):  
Kim Koh ◽  
Lydia E Carol-Ann Burke ◽  
Allan Luke ◽  
Wengao Gong ◽  
Charlene Tan
Keyword(s):  
Chinese Language ◽  
Development Program ◽  
Task Design ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Student Work ◽  
Assessment Task ◽  
Chinese Language Teachers ◽  
Assessment Tasks ◽  
Language Classrooms

A teacher’s assessment literacy refers to her or his demonstrated understanding of the principles behind selecting and designing tasks, judging student work, and interpreting and using assessment data to support student learning. This study examines the development of the task design aspect of assessment literacy in 12 Chinese language teachers as they participated in a two-year authentic assessment professional development program. By analysing the quality of assessment tasks designed by the teachers over time, we found that, although teachers quickly grasped many aspects of task design, they found it difficult to incorporate certain knowledge manipulation criteria into their assessments. The study provides insights into the contextual and discipline-embedded challenges that face language teachers with regard to assessment.

scholarly journals Chinese Language Education in the Era of Artificial Intelligence; Innovation Development, Pedagogy & the Smart Classroom

2021 ◽  
Author(s):  
Dexter S. Sumo ◽  
Mamadou L. Bah
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Research Work ◽  
Language Education ◽  
Chinese Language Education ◽  
Qualitative Approaches ◽  
Creative Pedagogy ◽  
Language Classrooms ◽  
Smart Classrooms

This research work has a particular emphasis that deals with innovation and development of international Chinese language teaching and learning within the classroom in the new era, especially with an emphasis on AI (artificial intelligence) as well as an emphasis on the creation of smart classrooms. This paper focuses on utilizing creative pedagogy methodologies in international Chinese language classrooms especially in smart classrooms. With the use of various qualitative approaches including the utilization of media, interpreting advertisements movies, newspapers, and the utilizing of techniques such as sand blots that may be engaging in the classroom with an objective of developing pupils’ second language absorbing ability. Furthermore this research paper highlights the various teaching methodologies that should be adapted and expanded upon in the classroom fittingly by understanding the absorbing capacity of pupils and their learning interest in the theatre of pedagogy.

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