1887
  1. Home
  2. e-Journals
  3. Chinese as a Second Language. The journal of the Chinese Language Teachers Association, USA
  4. Volume 56, Issue 3
  5. Article
Volume 56, Issue 3
  • ISSN 2451-828x
  • E-ISSN: 2451-8298
USD
Buy:$35.00 + Taxes

Abstract

Abstract

The study scrutinizes the intermodal relations and interactive meaning-making of the textual and visual semiotics involved in modern technology representation, which indicates the engagement of authentic communication in language learning. The findings show that both textbooks show attempts to capture the up-to-date technology of modern life. Learners tend to be involved with the interpretation of the indexical relations between the visual and textual resources in one textbook, while the other textbook consists of a few texts and images that are not indexically related and are less likely to be interpreted interactively. Findings indicate the importance of being aware of the different emphases of these two textbooks through multimodal research, for the purpose of effective adaptations in CFL teaching and learning.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/csl.21002.zha
2022-04-08
2025-04-30

  • From This Site

    /content/journals/10.1075/csl.21002.zha
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Ajayi, L.
    (2012) How Teachers Deploy Multimodal Textbooks to Enhance English Language Learning. TESOL Journal, 6, 16–35.
     [Google Scholar]
  2. Allen, J. R.
    (2008) Why Learning To Write Chinese Is a Waste of Time: A Modest Proposal. Foreign Language Annals, 41(2), 237–251. 10.1111/j.1944‑9720.2008.tb03291.x
     https://doi.org/10.1111/j.1944-9720.2008.tb03291.x [Google Scholar]
  3. Atkin, A.
    (2013) Peirce’s Theory of Signs. InN. Z. Edward (Ed.), The Stanford Encyclopedia of Philosophy (Summer 2013 Edition). Retrieved fromhttps://plato.stanford.edu/archives/sum2013/entries/peirce-semiotics/
     [Google Scholar]
  4. Bewley, F.
    (2018) Culture and Language Ideology in Chinese Foreign Language Textbooks: A Thematic Analysis (M.A. Thesis, The University of British Columbia). The University of British Columbia, Vancouver. Retrieved fromhttps://open.library.ubc.ca/cIRcle/collections/ubctheses/24/items/1.0365975
     [Google Scholar]
  5. Cao, F., Rickles, B., Vu, M., Zhu, Z., Chan, D. H. L., Harris, L. N., Stafura, J., Xu, Y., & Perfetti, C. A.
    (2013) Early stage visual-orthographic processes predict long-term retention of word form and meaning: A visual encoding training study. Journal of Neurolinguistics, 26(4), 440–461. 10.1016/j.jneuroling.2013.01.003
     https://doi.org/10.1016/j.jneuroling.2013.01.003 [Google Scholar]
  6. Chandler, D.
    (2007) Semiotics: The basics (2nd ed). London: Routledge. 10.4324/9780203014936
     https://doi.org/10.4324/9780203014936 [Google Scholar]
  7. Chapelle, C. A.
    (2016) Teaching Culture in Introductory Foreign Language Textbooks. London: Palgrave Macmillan UK. 10.1057/978‑1‑137‑49599‑0
     https://doi.org/10.1057/978-1-137-49599-0 [Google Scholar]
  8. Chen, Y.
    (2009) Interpersonal Meaning in Textbooks for Teaching English as a Foreign Language in China: A Multimodal Approach (PhD Thesis). University of Sydney.
     [Google Scholar]
  9. (2010a) Exploring dialogic engagement with readers in multimodal EFL textbooks in China. Visual Communication, 9(4), 485–506. 10.1177/1470357210382186
     https://doi.org/10.1177/1470357210382186 [Google Scholar]
  10. (2010b) The semiotic construal of attitudinal curriculum goals: Evidence from EFL textbooks in China. Linguistics and Education, 21(1), 60–74. 10.1016/j.linged.2009.12.005
     https://doi.org/10.1016/j.linged.2009.12.005 [Google Scholar]
  11. Christensen, M., & Warnick, P.
    (2006) Performed Culture: An Approach to East Asian Language Pedagogy. Columbus: The Ohio State University Press.
     [Google Scholar]
  12. Ding, A., Chen, X., & Jin, L.
    (2010) Discover China – Chinese Language Teaching Course. London: Macmillan Publishers Limited and the Foreign Language Teaching and Research Press. Retrieved fromwww.mydiscoverchina.com/
     [Google Scholar]
  13. Eckert, P.
    (2008) Variation and the indexical field. Journal of Sociolinguistics, 12(4), 453–476. 10.1111/j.1467‑9841.2008.00374.x
     https://doi.org/10.1111/j.1467-9841.2008.00374.x [Google Scholar]
  14. Everson, M. E.
    (1998) Word Recognition among Learners of Chinese as a Foreign Language: Investigating the Relationship between Naming and Knowing. The Modern Language Journal, 82(2), 194–204. JSTOR. 10.1111/j.1540‑4781.1998.tb01192.x
     https://doi.org/10.1111/j.1540-4781.1998.tb01192.x [Google Scholar]
  15. Gil, J.
    (2017) Soft Power and the Worldwide Promotion of Chinese Language Learning: The Confucius Institute Project. Bristol: Multilingual Matters. Retrieved fromwww.multilingual-matters.com/display.asp?K=9781783098057
     [Google Scholar]
  16. Gong, Y., Lyu, B., & Gao, X.
    (2018) Research on Teaching Chinese as a Second or Foreign Language in and Outside Mainland China: A Bibliometric Analysis. The Asia-Pacific Education Researcher, 27(4), 277–289. 10.1007/s40299‑018‑0385‑2
     https://doi.org/10.1007/s40299-018-0385-2 [Google Scholar]
  17. Gray, J.
    (2010) The Branding of English and The Culture of the New Capitalism: Representations of the World of Work in English Language Textbooks. Applied Linguistics, 31(5), 714–733. 10.1093/applin/amq034
     https://doi.org/10.1093/applin/amq034 [Google Scholar]
  18. Guan, C. Q., Liu, Y., Chan, D. H. L., Ye, F., & Perfetti, C. A.
    (2011) Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese. Journal of Educational Psychology, 103(3), 509–522. 10.1037/a0023730
     https://doi.org/10.1037/a0023730 [Google Scholar]
  19. Halliday, M. A. K.
    (1978) Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Edward Arnold.
     [Google Scholar]
  20. Iedema, R.
    (2003) Multimodality, resemiotization: Extending the analysis of discourse as multi-semiotic practice. Visual Communication, 2(1), 29–57. 10.1177/1470357203002001751
     https://doi.org/10.1177/1470357203002001751 [Google Scholar]
  21. Jones, R. H.
    (2012) Multimodal Discourse Analysis. InC. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford, UK: Blackwell Publishing Ltd. 10.1002/9781405198431.wbeal0813
     https://doi.org/10.1002/9781405198431.wbeal0813 [Google Scholar]
  22. Knell, E., & West, H.-I. N.
    (2017) To Delay or Not to Delay: The Timing of Chinese Character Instruction for Secondary Learners. Foreign Language Annals, 50(3), 519–532. 10.1111/flan.12281
     https://doi.org/10.1111/flan.12281 [Google Scholar]
  23. Kosalge, P. U., Crampton, S., & Kumar, A.
    (2019) Blogs: Are they headed downwards in social networking? An empirical analysis. International Journal of Electronic Business. (world). Retrieved from10.1504/IJEB.2019.099063
     https://doi.org/10.1504/IJEB.2019.099063 [Google Scholar]
  24. Kress, G.
    (2000) Multimodality: Challenges to Thinking about Language. TESOL Quarterly, 34(2), 337. 10.2307/3587959
     https://doi.org/10.2307/3587959 [Google Scholar]
  25. Kubler, C.
    (2020) Considerations in preparing pedagogical materials for adult native English-speaking learners of Chinese as a second/foreign language. InC. Shei, M. McLellan Zikpi, & D.-L. Chao (Eds.), The Routledge Handbook of Chinese Language Teaching (pp.321–335). London and New York: Routledge.
     [Google Scholar]
  26. Leyn, T. D., Wolf, R. D., Abeele, M. V., & Marez, L. D.
    (2021) In-between child’s play and teenage pop culture: Tweens, TikTok & privacy. Journal of Youth Studies, 0(0), 1–18. 10.1080/13676261.2021.1939286
     https://doi.org/10.1080/13676261.2021.1939286 [Google Scholar]
  27. Li, Q., & Gong, X.
    (2015) For general or local use, language- or country-specific types: The diversification of global Chinese textbooks [Tongyong xing, quyu xing, yubie xing, guobie xing – Tan guoji hanyu jiaocai de duoyuanhua]. Chinese Language Learning [Hanyu Xuexi], 1, 76–84.
     [Google Scholar]
  28. Liszka, J. J.
    (1996) A General Introduction to the Semiotic of Charles Sanders Peirce. Bloomington: Indiana University Press.
     [Google Scholar]
  29. Littlejohn, A.
    (2011) The analysis of language teaching materials: Inside the Trojan Horse. InB. Tomlinson (Ed.), Materials Development in Language Teaching (2nd ed., pp. 179–211). Cambridge: Cambridge University Press.
     [Google Scholar]
  30. Liu, H., & Jiang, N.
    (2015) Features and trends of the research on CSL textbooks from 2003 to 2012 [Jin shinian duiwai hanyu jiaocai yanjiu tedian yu qushi fenxi]. Journal of International Chinese Teaching, 5(1), 55–62.
     [Google Scholar]
  31. Liu, J.
    (2014) An investigation of the cultural representations in CFL textbooks: Using New Practical Chinese Reader as an example [Duiwai hanyu jiaocai bianxie de wenhuaxing yuanze tanxi: Yi Xin Shiyong Hanyu Keben weili]. Wenjiao Ziliao, 20, 40–42.
     [Google Scholar]
  32. Liu, X.
    (2015) New Practical Chinese Reader vol.1 – Textbook (3rd Edition). Beijing Language & Culture University Press, China.
     [Google Scholar]
  33. Lu, R.
    (2017) Problematising identity work in CFL teaching materials. InY. Lu (Ed.), Teaching and Learning Chinese in Higher Education: Theoretical and Practical Issues (pp.59–82). London and New York: Routledge. 10.4324/9781315520810‑4
     https://doi.org/10.4324/9781315520810-4 [Google Scholar]
  34. (2020) Multimodal pedagogy and Chinese visual arts in TCFL classrooms. InC. Shei, M. E. McLellan Zikpi, & D.-L. Chao (Eds.), The Routledge Handbook of Chinese Language Teaching. Oxon: Routledge.
     [Google Scholar]
  35. Lu, W.
    (2002) Principles and strategies for the order of grammar in CFL textbooks [Duiwai hanyu jiaocai yufa xiangmu paixu de yuanze ji celue]. Chinese Teaching in the World, 4, 86–95.
     [Google Scholar]
  36. Luo, C., & Zhang, Y.
    (2014) On the targeted country adaptability of the textbook compilation of Chinese as a foreign language: A study of the compiling features of the authoritative Chinese textbooks in US universities [Duiwai hanyu jiaocai bianxie de duixiangguo shiyingxing wenti yanjiu – Jiyu meiguo daxue quanweixing hanyu jiaocai bianxie tedian de fenxi]. China Higher Education Research [Zhongguo Gaojiao Yanjiu], 2, 95–99.
     [Google Scholar]
  37. McDonough, J., & Shaw, C.
    (2003) Materials and Methods in ELT: A Teacher’s Guide. London: Blackwell Publishing Ltd.
     [Google Scholar]
  38. Noda, M.
    (2003a) Evaluation in Reading. InH. Nara & M. Noda (Eds.), Acts of Reading: Exploring Connections in Pedagogy of Japanese (pp.197–222). Hawaii: University of Hawai’i Press.
     [Google Scholar]
  39. (2003b) Selection and Development of Learning Materials. InH. Nara & M. Noda (Eds.), Acts of Reading: Exploring Connections in Pedagogy of Japanese (pp.223–244). Hawaii: University of Hawai’i Press.
     [Google Scholar]
  40. O’Halloran, K. L.
    (2011) Multimodal discourse analysis. InK. Hyland & B. Paltridge (Eds.), Companion to Discourse (pp.120–137). London and New York: Bloomsbury Academic.
     [Google Scholar]
  41. Osborne, C., Zhang, Q., & Zhang, G. X.
    (2018) Which is more effective in introducing Chinese characters? An investigative study of four methods used to teach CFL beginners. The Language Learning Journal, 1–17. 10.1080/09571736.2017.1393838
     https://doi.org/10.1080/09571736.2017.1393838 [Google Scholar]
  42. Poyas, Y., & Eilam, B.
    (2012) Construction of common interpretive spaces through intertextual loops – How teachers interpret multimodal learning materials. Teaching and Teacher Education, 28(1), 89–100. 10.1016/j.tate.2011.08.002
     https://doi.org/10.1016/j.tate.2011.08.002 [Google Scholar]
  43. Silverstein, M.
    (2003) Indexical order and the dialectics of sociolinguistic life. Language & Communication, 23(3), 193–229. 10.1016/S0271‑5309(03)00013‑2
     https://doi.org/10.1016/S0271-5309(03)00013-2 [Google Scholar]
  44. Tinnefeld-Yeh, Y.-L.
    (2014) Taking a leaf from each other’s book: A comparative study of vocabulary in Chinese textbooks from China, the UK and Germany. InT. Tinnefeld (Ed.), Fremdsprachenunterricht im Spannungsfeld zwischen Sprachwissen und Sprachkönnen (pp.239–258). Saarbrücken: htw saar.
     [Google Scholar]
  45. Tinsley, T., & Board, K.
    (2017) Language Trends 2016/2017: Language Teaching in Primary and Secondary Schools in English Survey Report. British Council. Retrieved from British Council website: https://www.britishcouncil.org/sites/default/files/language_trends_survey_2017_0.pdf
     [Google Scholar]
  46. Tomlinson, B.
    (2012) Materials development for language learning and teaching. Language Teaching, 45(2), 143–179. 10.1017/S0261444811000528
     https://doi.org/10.1017/S0261444811000528 [Google Scholar]
  47. Wang, D.
    (2016) Learning or becoming: Ideology and national identity in textbooks for international learners of Chinese. Cogent Education, 3(1). 10.1080/2331186X.2016.1140361
     https://doi.org/10.1080/2331186X.2016.1140361 [Google Scholar]
  48. Wang, H.
    (2009) The definitions of new words in TCSL textbooks [Lun duiwai hanyu jiaocai shengci shiyi moshi]. Applied Linguistics [Yuyan Wenzi Yingyong], 1, 124–133.
     [Google Scholar]
  49. Weninger, C.
    (2021) Multimodality in critical language textbook analysis. Language, Culture and Curriculum, 34(2), 133–146. 10.1080/07908318.2020.1797083
     https://doi.org/10.1080/07908318.2020.1797083 [Google Scholar]
  50. Weninger, C., & Kiss, T.
    (2013) Culture in English as a Foreign Language (EFL) Textbooks: A Semiotic Approach. TESOL Quarterly, 47(4), 694–716. 10.1002/tesq.87
     https://doi.org/10.1002/tesq.87 [Google Scholar]
  51. (2015) Analyzing culture in foreign/second language textbooks: Methodological and conceptual issues. InX. Curdt-Christiansen & C. Weninger (Eds.), Language, Ideology and Education: The Politics of Textbooks in Language Education (p.22). Abingdon: Routledge.
     [Google Scholar]
  52. Xie, D.
    (2012) A discussion of CFL textbooks based on New Practical Chinese Reader [Cong Xin Shiyong Hanyu keben tan duiwai hanyu jiaocai de bianxie] (M.A. Dissertation). Hunan Normal University, China.
  53. Ye, L.
    (2013) Shall we delay teaching characters in teaching Chinese as a foreign language?Foreign Language Annals, 46(4), 610–627. 10.1111/flan.12049
     https://doi.org/10.1111/flan.12049 [Google Scholar]
  54. Yeh, S.-H.
    (2016) The use of situation-bound utterances in Chinese foreign language textbooks. Chinese as a Second Language Research, 5(2). 10.1515/caslar‑2016‑0008
     https://doi.org/10.1515/caslar-2016-0008 [Google Scholar]
  55. Zhang, G. X., & Li, L. M.
    (2020) Chinese language learning and teaching in the UK. InC. Shei, M. E. McLellan Zikpi, & D. Chao (Eds.), The Routledge Handbook of Chinese Language Teaching (pp.565–580). London and New York: Routledge.
     [Google Scholar]
  56. Zhang, Q., & Lu, Z.
    (2014) The writing of Chinese characters by CFL learners: Can writing on Facebook and using machine translation help?Language Learning in Higher Education, 4(2). 10.1515/cercles‑2014‑0023
     https://doi.org/10.1515/cercles-2014-0023 [Google Scholar]
  57. Zhang, Q., & Min, G.
    (2019) Chinese writing composition among CFL learners: A comparison between handwriting and typewriting. Computers and Composition, 54, 102522. 10.1016/j.compcom.2019.102522
     https://doi.org/10.1016/j.compcom.2019.102522 [Google Scholar]
  58. Zhang, Q., & Reilly, R. G.
    (2015) Writing to read: The case of Chinese. 29th Pacific Asia Conference on Language, Information and Computation, 345–354.
     [Google Scholar]
  59. Zhou, X., Bo, W., Wang, L., & Li, Y.
    (2017) A study of the construction and application of the TCSOL material corpus [Guoji hanyu jiaocai yuliaoku de jianshe yu yingyong]. Applied Linguistics [Yuyan Wenzi Yingyong], 1, 125–135.
     [Google Scholar]
  60. Zhu, Y., Shum, S.-K. M., Tse, S.-K. B., & Liu, J. J.
    (2016) Word-processor or pencil-and-paper? A comparison of students’ writing in Chinese as a foreign language. Computer Assisted Language Learning, 29(3), 596–617. 10.1080/09588221.2014.1000932
     https://doi.org/10.1080/09588221.2014.1000932 [Google Scholar]
/content/journals/10.1075/csl.21002.zha
Loading
A multimodal approach to the technological representations in CFL textbooks
Chinese as a Second Language. The journal of the Chinese Language Teachers Association, USA 56, 229 (2021); https://doi.org/10.1075/csl.21002.zha
/content/journals/10.1075/csl.21002.zha
/content/journals/10.1075/csl.21002.zha
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): Chinese as a foreign language; multimodality; technology; textbook; 中文作为外语; 多模态; 科技; 课本

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error