Chinese as a Second Language. The journal of the Chinese Language Teachers Association, USA - Volume 58, Issue 3, 2023

Abstract

Chinese character instruction has been one of the most challenging aspects in teaching Chinese as a Foreign Language (CFL). CFL teachers need access to a pool of effective character teaching methods to practice evidence-based and research-informed teaching. This synthesis study comprises an exhaustive search of literature published from 1952 to the present on character instruction for L1 English CFL learners and a systematic review of 22 articles identified through that search. The articles were cross analyzed in terms of research methods, learners’ proficiency levels, learning settings, methodological approaches, and theoretical bases. The analysis found an increasing number of studies on character teaching methods in the past ten years and that technology plays an important role in the design of these methods. Six categories of character instructional methods were identified out of the 39 methods examined in the literature. Within five of the categories, effective methods were identified, described, and discussed. Analysis of the data points out the strengths and weaknesses of the current research on character teaching and highlights the need for more research on character learning with younger learners and on using different approaches at the curriculum level. This article concludes by identifying the next steps to take and calling for more action research to examine the application cycle of these effective methods in classroom teaching.

摘要

近些年来，美国大学中文课中传承语学习者的数量不断增加 (Xiang, 2016)。然而，现有的传承语教材数量比较少，且目前美国大学中文项目所使用的华裔中文教材也存在一定的局限性 (Luo et al., 2019)。因此，编写新的大学中文传承语教材势在必行。本文首先回顾了相关传承语教学以及中文传承语学习者的研究，然后对现有的中文传承语教材进行评估，识别其局限之处。最后，基于以上分析以及与传承语教学法和教材编写原则相关的研究，为未来中文传承语教材所应遵循的编写原则、课文话题和角度、面向群体、教学内容和活动所应遵循的标准和体例等方面提出一些建议。

Abstract

L2 syntactic complexity research has shown that employing multidimensional measures to assess writing proficiency levels may yield more accurate results compared to one-dimensional measures. However, the optimal number and combination of measures have not been thoroughly explored. This study addresses these gaps by employing a novel machine learning-based approach to quantitatively investigate the effectiveness of multidimensional measures and determine the optimal combination of measures. Through the analysis of a dataset comprising 36 L2 Chinese learners, we found that multidimensional syntactic complexity measures outperformed one-dimensional measures in accurately differentiating learners. Specifically, a combination of three measures (Mean Length of Sentence, Mean Length of T-unit, and Mean Length of Clause) achieved the highest accuracy in classifying the learners. The implications of this research include the development of computer-assisted placement tests and proficiency evaluations, as well as providing practical guidance for language teachers in designing complexity-based instruction.

Abstract

ACTFL Language Proficiency Guidelines (hereinafter called Guidelines) are a multi-lingual framework mainly based on the language proficiency development of several European languages. Little consideration is given to the peculiarity of Chinese. Efforts are made to assess the validity of the descriptors in Guidelines in comparison with Chinese Proficiency Grading Standards for International Chinese Language Education (hereinafter called Standards). A total of five parameters from Guidelines that are not compatible with Standards have been selected and two questionnaires compiled by the authors are answered by local American Chinese language teachers to evaluate the validity of these descriptors. The study shows that the descriptors in Standards are more valid in differentiating language proficiency levels of Chinese. In accordance with this study, some revisions and amendments should be made to Guidelines.

This article reviews Developing Advanced Proficiency in Chinese through Debate,《思辨纵横》987-1-03-249988-8