Teaching Features and Improvement Suggestions for Chinese Online Classes
DOI:
https://doi.org/10.17507/tpls.1105.17Keywords:
Chinese teaching, the internet, teachers, teaching methods, 5CAbstract
The popularity of the Internet has influenced education profoundly. Teaching methods, teacher–student relationships, and the role of teachers have changed significantly due to changes in communication media. In the case of Chinese language learning, online classes have become a crucial tool to encourage and support international Chinese teaching. With the deepening of China's opening, exchanges between China and other countries are becoming increasingly profound. Against this backdrop, worldwide enthusiasm for learning Chinese has emerged, yet not every foreign learner of Chinese has had the opportunity to attend Chinese lessons and receive systemic training. To give more students the opportunity to study Chinese, online lessons are a viable option for various reasons, from acting as an effective channel for students to learn about both Chinese language and culture to offering classes of both short and long duration, and providing a range of different teaching styles and teaching methods depending on the needs of the students. This paper analyzes teachers and methods after observing many Chinese online teaching videos that have attracted a high “click rate” by users. Moreover, this paper focuses on analyzing MOOC and traditional online lessons published by the Confucius Institute and carries out a comparison between them and overseas online Chinese lessons. Finally, this paper evaluates online Chinese lessons and gives suggestions according to the 5C goals of language teaching.
References
Everson M.& Xiao Y. (2009). Teaching Chinese as a Foreign Language: Theories and Applications. Boston: Cheng &Tsui Company.
Liang Lin. (2016). Research on MOOC Construction for Confucius Institute (Mianxiang Kongzi Xueyuan Muke Jianshe de Yanjiu). Ph.D. Dissertation, Northeast Normal University.
Mcloughlin, L. & Lertola, J. (2014). Audiovisual Translation In Second Language Acquisition. Integration Subtitling in the Foreign Language Curriculum. The Interpreter and Translator Trainer, 1, 70-83.
White, L. (2003). Second Language Acquisition and Universal Grammar. Cambridge: Cambridge University Press.
Zhao Jinming. (2010). Review and Re-evaluation of the Methodology in Teaching Chinese as a Foreign Language (Duiwai Hanyu JiaoXuefa Huishi yu ZaiRenshi). Chinese Teaching in the World, 2, 243-254.
Zhao Jinming. (2020). Two Research Systems of Teaching Chinese to Speakers of Other Languages——Language Teaching System and Teacher Training System (Hanyu Guoji Jiaoyu de Liangge Yanjiu Xitong—Yuyan Jiaoxue yu Shizi Peiyang). International Chinese Language Education, 5, 3-9.
