Chinese as a Second Language. The journal of the Chinese Language Teachers Association, USA - Volume 60, Issue 2, 2025

Abstract

This article examines the effectiveness of four Chinese Speech-to-Text tools in transcribing the speech of Chinese as a Foreign Language (CFL) learners across different ACTFL proficiency levels. The results indicate notable differences in transcription accuracy. Among the CSTT tools, ChatGPT 3.5 proves to be the most accurate, followed by WeChat and Baidu IME, while iOS IME shows the lowest performance. Except for iOS IME, these tools achieve 100% accuracy at the Distinguished and Superior levels, where speech closely approximates native fluency. ChatGPT 3.5 excels from Novice to Distinguished levels but occasionally overcorrects Novice-level CFL learners’ erroneous speech. WeChat performs robustly above the Novice level, while Baidu IME is best at the Advanced level and above. Conversely, iOS IME displays significant limitations at all levels. This study offers new perspectives on “good pronunciation” and the debate over handwriting versus typing Chinese characters for CFL learners.

Abstract

This study investigates the perspectives of 28 Chinese heritage language (CHL) learners enrolled in a first-year heritage-track Chinese course at a private U.S. university. Using grounded theory methodology, the analysis identifies four major areas of insight: learners’ diverse, identity-driven goals; critical evaluations of instructional materials; preferred features for an ideal CHL textbook; and thematic interests in classroom topics. Findings reveal that CHL learners seek to reconnect with their heritage, strengthen overall language proficiency — including speaking — and acquire formal language skills to support academic and professional aspirations. While they appreciate the structure of the widely used L2-oriented textbook Integrated Chinese, they find its content to be too basic or misaligned with their needs. In contrast, supplementary materials are seen as more relevant but often too difficult without sufficient scaffolding. Learners envision an ideal textbook that includes advanced vocabulary and idiomatic expressions, culturally rich content, and formal language, supported by a scaffolded and user-friendly design. They are most engaged by topics reflecting real-life experiences, traditional and modern Chinese culture, and themes that affirm their bicultural identities. The voices of these learners underscore the need for recalibrated pedagogical materials responsive to their hybrid identities and linguistic profiles. The study highlights the importance of learner-centered design in CHL curriculum development.

Abstract

This study investigates the L2 acquisition of the Chinese 被 bèi passive construction (BPC) by L1 Italian learners, focusing on four challenging features: the acceptability of the post-verbal patient, the unacceptability of the post-verbal agent, and the incompatibility with stative and creation verbs. Learners’ knowledge was examined through triangulating acceptability judgment tests and verbal reports. Participants included 108 L1 Italian learners and 33 native Chinese speakers as a baseline. Results show that learners are familiar with BPC but lack explicit and metalinguistic knowledge of the investigated features. Compared to native speakers, they struggle to understand the dislocation of the direct patient when there is an indirect patient in topic position, the unacceptability of post-verbal agents, and verb-type restrictions. Structural mismatches between the Chinese BPC and the Italian passive likely contribute to learners’ difficulties in grasping the construction, alongside other interacting factors such as variability in L2 input and instructional shortcomings.

This article reviews 《初级中文小故事》978-1-62291-743-3

This article reviews 《傳承中文》9781032399775