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Journal articles on the topic 'Chinese foreign language institutes'
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Poudel, Prem Prasad, and Madan Prasad Baral. "Examining foreign language teaching and learning in Nepal: An ecological perspective." Journal of World Languages 7, no. 1 (April 1, 2021): 104–23. http://dx.doi.org/10.1515/jwl-2021-0006.
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Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.
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Aisha Ilyas, Arslan Tahir, and Muhammad Ismail Tagga. "English and Chinese as a foreign language at institutional level in Pakistan: Teaching methods and Strategies." International Journal of Linguistics and Culture 2, no. 1 (June 30, 2021): 19–35. http://dx.doi.org/10.52700/ijlc.v2i1.27.
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The study focuses on discovering what approach Pakistani teachers are taking with regard to Chinese and English language teaching and can it promote language learning in the manner they teach? The current study explores numerous styles of teaching approaches and teaching techniques that Chinese and English teachers find to be successful in teaching a language class. This thesis primarily pursued quantitative analysis methodology. The survey approach was primarily used to gather data as defined and quantified by SPSS 23 statistical tools. In data analysis, the researcher uses descriptive statistics to examine and interpret results, obtained by questionnaires. This study's sample contained both Chinese and English students at the institutional level. In specific, for data gathering, a total of 80 respondents were approached from the Faisalabad district. The targeted respondents answered a questionnaire structured in the framework of the Likert scale. The results suggest that English students were considered to be active learners, whereas Chinese students deemed passive learners. This study demonstrates that institutes and organizations of Chinese and English languages need various modifications or changes, on applicable linguistic views regarding language instruction in Pakistan.
Keywords: FLT, teaching methods, teaching strategies, Chinese language, English language.
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Zhao, Hongqin, and Jianbin Huang. "China’s policy of Chinese as a foreign language and the use of overseas Confucius Institutes." Educational Research for Policy and Practice 9, no. 2 (January 21, 2010): 127–42. http://dx.doi.org/10.1007/s10671-009-9078-1.
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Aleksachin, A. N. "Schools of Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 264–66. http://dx.doi.org/10.24833/2071-8160-2014-5-38-264-266.
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School of teaching Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages functions under the same title as the department, which was established in 1954 at the Department of Chinese Language of the Moscow Institute of Oriental Studies. MGIMO graduates with the knowledge of the Chinese language are successfully working in the structural units of the Russian foreign Ministry and all over the world, in various government agencies and major companies. Currently, the number of students studying Chinese language is 128 people as a first language.
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Eze, Victor C., and Stellamaris Oluchi Ejiofor. "Problems of Reading Comprehension In Learning Chinese As A Second Language Among Undergraduates of Chinese Studies in Nnamdi Azikiwe University, Awka, Nigeria." Exchanges: The Interdisciplinary Research Journal 7, no. 1 (October 30, 2019): 15–26. http://dx.doi.org/10.31273/eirj.v7i1.451.
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Several Chinese language teaching and learning centres are being established in Nigeria and around the world. There are Chinese government-funded institutions such as the Confucius Institutes in addition to Chinese language courses being taught through universities, colleges, private institutions as well as individual tutoring services. Learning a second language involves physical, intellectual and emotional commitment in order to successfully understand and interpret linguistic messages. However, certain problems could hinder understanding while learning a second language like Mandarin (Chinese Language). This study investigated the problems of reading comprehension in learning Chinese as a second language in Nigeria among students of Chinese Studies Department in Nnamdi Azikiwe University, Awka. Schemata theory of reading comprehension was employed as the theoretical framework of this research. The study surveyed fifty (50) Chinese Studies students by administering copies of questionnaire on them. Findings of this study revealed that the major problems students face in the study of Chinese language as foreign language are lack of adequate knowledge of Chinese vocabularies, reading stress and anxiety, wrong reading habits and lack of adequate infrastructures for reading. This study suggests that the government, the university authorities and language schools should provide adequate reading facilities to aid proper reading comprehension. Also, the language students should be counselled in order to diagnose their reading problems for appropriate solution.
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Xie, Zhou, and Fan Van. "LANGUAGE POLICY OF THE REPUBLIC OF KAZAKHSTAN IN THE CONTEXT OF SOCIOCULTURAL PROCESSES." Verhnevolzhski Philological Bulletin 22, no. 3 (2020): 220–31. http://dx.doi.org/10.20323/2499-9679-2020-3-22-219-230.
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The article examines the language policy of Kazakhstan from the point of view of historical development and in the context of the socio-cultural process of conjugation of the Chinese initiative «One Belt, One Road» and the program of Kazakhstan «Bright Path», the analysis of the modern language situation in Kazakhstan is made and on the basis of this analysis forecasts are made and determined prospects for the language policy of the Republic of Kazakhstan, as well as proposals for the development of language and culture in China. The authors substantiate the importance of the study of the language policy of Kazakhstan for the PRC, since China is a multinational country, and the study of the language policy of Kazakhstan will allow considering the methods adopted by another multiethnic country to solve the problems of the national language and the formation of language policy, and learn from the practice of Kazakhstan, which will allow the PRC to develop and implement a more effective policy in relation to national and foreign languages, as well as form proposals for the development of cultural exchanges between China and Kazakhstan. The article provides an overview of the current state of research on the language policy of Kazakhstan by Western European and Chinese scientists. The article analyzes documents on the language policy of Kazakhstan, examines such noticeable phenomena in the implementation of language policy as Kazakhization, Latinization of the Kazakh writing and trilingual policy, characterizes the development of the Chinese language in Kazakhstan. The authors of the article analyze in detail the most important trends in the socio-cultural life of Kazakhstan in terms of the implementation of a trilingual policy, consider the reasons for the popularity of the Chinese language in Kazakhstan and consider the activities of Confucius Institutes as the most important centers in the spread of the Chinese language and Chinese culture in the territory of the Republic of Kazakhstan.
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Ren, Wei, and Jianda Liu. "Second language research." Language Teaching 49, no. 2 (March 18, 2016): 295–98. http://dx.doi.org/10.1017/s0261444815000506.
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The Center for Linguistics and Applied Linguistics (CLAL) at Guangdong University of Foreign Studies is recognized as a ‘National Key Research Institute for the Humanities and Social Sciences’ by the Ministry of Education of the People's Republic of China. It is the only center recognized by the Chinese Ministry of Education to have a national key research institute devoted to linguistics and applied linguistics. CLAL has cultivated a core team of scholars whose work in linguistics and applied linguistics is both prolific and broad in scope, spanning three fields of research: second language (L2) learning, societal and public discourse analysis, and theoretical linguistics.
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Bin, Zhang. "The Establishment and Development of Confucius Institute." Lingua Cultura 1, no. 2 (November 30, 2007): 176. http://dx.doi.org/10.21512/lc.v1i2.324.
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Confucius Institute has been established in the global range. This is a brand of Chinese culture initiatives, as well as the inevitable result of the international "Chinese craze" and also the strong support for the international promotion of the Chinese .Confucius Institute for Teaching Chinese as a foreign language to the main teaching content, adopts a flexible and diverse school running management. Though this initiative there will be a wide-spread Chinese civilization, the promotion of cultural exchanges between China and foreign countries and finally will display the style and image of the Orient big country. This is very significant as to accelerate the development of overseas Chinese education and also lets the world know more about China in order to be closer to China which will be a far-reaching significance.
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Wimontham, Onsiri. "A Study on EFL Teaching Affecting Chinese Cultural Tourism." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 1035. http://dx.doi.org/10.17507/tpls.0808.17.
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This research article is focused on presenting research studies related to English teaching as a foreign language in educational institutes; secondary and higher education levels in China so as to acquire whether there is weakness and strength or not. This research is conducted in Thailand and Beijing municipality, People’s Republic of China. The duration of research is 90 days; 80 days in Thailand and 10 days in People’s Republic of China. The sample size of 30 persons is chosen with the purposive sampling method. The research instruments consist of questionnaire, focus group interview and evaluating form from participatory. The researcher conducts analysis for both qualitative and quantitative data with a SWOT analysis technique; strengths, weaknesses, opportunities, and threats. The research was found that the summary of opinion of youths who live in Beijing towards the importance of using English to elevate and develop cultural and wisdom tourism, The summary of Chinese youths’ opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, secondary education level, The summary of level of Chinese youths opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, in a higher education level.
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Bin, Zhang, Yusupova Zulfiya Firdinatovna, and Yu Lui. "Students study adjectives: russian as a foreign language." Laplage em Revista 6, Extra-B (December 24, 2020): 64–70. http://dx.doi.org/10.24115/s2446-622020206extra-b593p.58-64.
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This article is devoted to the study of the problems faced by foreign students studying Russian at a professional level. Our task was to give students the assignments that we developed with these adjectives. This allowed us to identify the most common mistakes. The experimental base was the Institute of Philology and Intercultural Communication of the Kazan Federal University. The search experiment was conducted with 3-year Chinese students, trainees who came to study Russian as part of an exchange program. We also observed the oral speech of students during practical classes in Russian grammar. The experiment involved 100 students. Some could not correctly determine the word formation of the proposed adjectives. We developed an exercise system that helped students learn adjectives, considering their functioning in scientific and artistic speech. The results of our research are of interest to teachers of Russian as a foreign language and can be used in the practice of teaching foreign languages.
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Bin, Zhang, Yusupova Zulfiya Firdinatovna, and Yu Lui. "Students study adjectives: russian as a foreign language." Laplage em Revista 6, Extra-B (December 24, 2020): 64–70. http://dx.doi.org/10.24115/s2446-622020206extra-b593p.64-70.
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This article is devoted to the study of the problems faced by foreign students studying Russian at a professional level. Our task was to give students the assignments that we developed with these adjectives. This allowed us to identify the most common mistakes. The experimental base was the Institute of Philology and Intercultural Communication of the Kazan Federal University. The search experiment was conducted with 3-year Chinese students, trainees who came to study Russian as part of an exchange program. We also observed the oral speech of students during practical classes in Russian grammar. The experiment involved 100 students. Some could not correctly determine the word formation of the proposed adjectives. We developed an exercise system that helped students learn adjectives, considering their functioning in scientific and artistic speech. The results of our research are of interest to teachers of Russian as a foreign language and can be used in the practice of teaching foreign languages.
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Alford, Duncan E. "Mandarin Chinese: An Annotated Bibliography of Self-Study Materials." International Journal of Legal Information 35, no. 3 (2007): 537–63. http://dx.doi.org/10.1017/s0731126500002493.
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The People's Republic of China is currently the seventh largest economy in the world and is projected to be the largest economy by 2050. Commensurate with its growing economic power, the PRC is using its political power more frequently on the world stage. As a result of these changes, interest in China and its legal system is growing among attorneys and academics. International law librarians similarly are seeing more researchers interested in China, its laws and economy. The principal language of China, Mandarin Chinese, is considered a difficult language to learn. The Foreign Service Institute has rated Mandarin as “exceptionally difficult for English speakers to learn.” Busy professionals such as law librarians find it very difficult to learn additional languages despite their usefulness in their careers.
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Hou, Jinxiang. "Catchwords as markers of change in China." English Today 23, no. 3-4 (October 2007): 50–53. http://dx.doi.org/10.1017/s0266078407003100.
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ABSTRACTA CATCHWORD is a lexical item or phrase, whether created within a particular language or adopted from foreign languages through translation or transliteration or a combination of the two. In Chinese discourse, catchwords spread rapidly within a particular group of people at a particular time and in a particular context (cf. Gu Wei, 2004): a definition from work undertaken at the Institute of Applied Linguistics (founded in 2002 at the Beijing Language and Culture University). The topic is the subject of a treatise, ‘The longitudinal study of catchwords in newspapers’ and is one of the items on the agenda of the Tenth Five-Year Plan, for consideration by the Chinese Language and Characters Committee. Zhang Pu (2003), a professor of language information processing at Beijing Language and Culture University has argued that ‘[a] catchword is not only a lexical phenomenon, but also indicates people's values from a cultural psychology point of view, as well as reflecting social reality’.
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Kong, Yidan. "Teaching Features and Improvement Suggestions for Chinese Online Classes." Theory and Practice in Language Studies 11, no. 5 (May 1, 2021): 573–79. http://dx.doi.org/10.17507/tpls.1105.17.
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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.
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Kalmar, Ivan, Zhong Yong, and Xiao Hong. "Language attitudes in Guangzhou, China." Language in Society 16, no. 4 (December 1987): 499–508. http://dx.doi.org/10.1017/s0047404500000348.
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ABSTRACTCantonese and non-Cantonese students of the Guangzhou (Canton) Foreign Language Institute took part in a matched-guise experiment, expressing judgments about two samples of speech produced by the same person but presented as coming from two different speakers. In one sample the person spoke good Putonghua (Mandarin), in the other a Putonghua heavily influenced by Cantonese. All judges tended to agree that what they thought was the better Putonghua speaker would have a better chance for social advancement. However, Cantonese judges also showed some positive evaluation of a “heavy Cantonese accent” in the sphere of personal empathy. Such empathy was stronger among male than among female Cantonese. Similar attitudes regarding a “high” (Putonghua) and a “low” (Cantonese) variant in a multilingual society are typical for most Western societies that sociolinguists have studied. They now seem to be equally typical for an Oriental, socialist society like that of China. (Chinese dialects, evaluative reactions, comparative sociolinguistics)
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Cáceres-Lorenzo, MTeresa. "Teenagers learning Chinese as a foreign language in a European Confucius Institute: the relationship between language learner strategies and successful learning factors." Language Awareness 24, no. 3 (July 3, 2015): 255–72. http://dx.doi.org/10.1080/09658416.2015.1075544.
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Liang, Jun, Zhongan Zhang, Lingye Fan, Dongxia Shen, Zhenying Chen, Jie Xu, Fangmin Ge, Junyi Xin, and Jianbo Lei. "A Comparison of the Development of Medical Informatics in China and That in Western Countries from 2008 to 2018: A Bibliometric Analysis of Official Journal Publications." Journal of Healthcare Engineering 2020 (October 12, 2020): 1–16. http://dx.doi.org/10.1155/2020/8822311.
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Objective. We focused on medical informatics journal publications rather than on conference proceedings by comparing and analyzing the data from journals and conferences from a broader perspective. The aim is to summarize the unique contributions of China to medical digitization and foster more multilevel international cooperation. Method. In February 2019, publications from 2008 to 2018 in three major English-language medical informatics journals were retrieved through Scopus, including the journals, namely, International Journal of Medical Informatics (IJMI, international community), JAMIA (United States), and Methods of Information in Medicine (MIM, Europe). Three major Chinese-language journals, namely, China Digital Medicine (CDM), Chinese Journal of Health Informatics and Management (CJHIM), and Chinese Journal of Medical Library and Information Science (CJMLIS), were searched within the major three Chinese literature databases. The datasets were preprocessed using the NLP package on Python, and a smart local moving algorithm was used as a clustering method for identifying the aforementioned journals. Result. Between 2008 and 2018, the total number of published papers and H-index of the three English-language journals was 1371 and 67 (IJMI), 1752 and 86 (JAMIA), and 637 and 35 (MIM), respectively. In the same period, the total number of published papers and H-index in the three Chinese-language journals was 6668 and 23 (CDM), 1668 and 22 (CJHIM), and 2557 and 25 (CJMLIS), respectively. IJMI, JAMIA, and MIM received submissions from 82, 59, and 62 countries/regions, respectively. By contrast, the three Chinese journals only received submissions from seven foreign countries. The proportions of authors from institutional affiliations were similar between the three English-language journals (IJMI, JAMIA, and MIM) and CJMLIS because the majority of the authors were from universities (81%, 74%, 73%, and 65.2%), followed by medical institutions (12%, 10%, 9%, and 23.4%) or research institutes (2%, 4%, 10%, and 4.3%). Furthermore, the proportions of the authors from enterprises were low (2%, 6%, 4%, and 0.3%) for all journals. However, the authors in CDM and CJHIM were mainly from medical institutions (50% and 40%), followed by universities (33% and 32%) and research institutes (3% and 4%). In addition, the proportions of enterprises were only 3% and 2%, respectively. Among the top five authors in three English-language journals (ranked in terms of the number of published papers), 100% had doctoral or master’s degrees, compared with only 60% in the Chinese journals. Additionally, 28204 different keywords were extracted from the aforementioned papers, covering 275 specific high-frequency key terms. Based on these key terms, four clusters were found in the English literature—“Health and Clinical Information Systems,” “Internet and Telemedicine,” “Medical Data Statistical Analysis,” and “EHRs and Information Management”—and three clusters were found in the Chinese literature: “Hospital Information Systems and EMR,” “Library Science and Bibliometrics Analysis,” and “Medical Reform Policy and Health Digitization.” Only two clusters are similar, and Chinese-language journals focus more on health information in technology and industrial applications than in medical informatics basic research. Conclusion. This study provides important insights into the development of medical informatics (MI) in China and Western countries showing that the medical informatics journals of China, the United States, and Europe have distinct characteristics. Specifically, first, compared with the Western journals, the number of papers published in the journals of professional associations in the field of MI in China is large and the application value is high, but the academic influence and academic value are relatively low; second, most of the authors of the Chinese papers are from hospitals, and most of the counterparts in the Western countries are from universities. The proportion of master’s or doctoral degrees in the former is also lower than that of the latter; furthermore, regarding paper themes, on the one hand, China MI has no theoretical and basic research on medical data statistics and consumer health based on the Internet and telemedicine; on the other hand, after nearly 10 years of hospital digital development, China has fully used the latecomer and application advantages in hospitals and, through extensive international cooperation, has made significant advancements in and contributions to the development of medical information.
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Zhao, Junhai. "The reform of the National Matriculation English Test and its impact on the future of English in China." English Today 32, no. 2 (February 3, 2016): 38–44. http://dx.doi.org/10.1017/s0266078415000681.
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With more and more importance being attached to English since China's economic reform and opening up to the outside world in the late 1970s, the entire Chinese society has placed such high importance to the learning of English that at times it even plays a vital role for a person who plans to pursue further education and seek a better career (China Daily, 5 August, 2010). However, the end of 2013 saw an ‘unanticipated’ reform of policy on the National Matriculation English Test (henceforth, NMET) instituted by the Chinese Ministry of Education (henceforth, MOE). It was ‘unanticipated’ because in the past few years the Chinese government has invested heavily in English language teaching. As reported by ABC News (15 November, 2010), ‘China is pushing its people to learn English’, and English has thus occupied a prominent place in the life of the Chinese people because it is the ‘key’ to success (Chen, 2008: 16-37). According to this new policy, the once favorite ‘son’, i.e. English, may lose its predominance in the Chinese foreign language landscape and its importance may be diminished in exams. These changes are likely to cause a series of chain reactions since the dominant position of English largely lies in its weight in various levels of exams, with the NMET having the greatest impact. Given the determining factor of the NMET in Chinese people's attitudes towards English, NMET reform would almost undoubtedly change the current situation of English in China and it would be no exaggeration to say that it will have a foreseeable impact on various aspects of Chinese social life as well. In this article, I briefly review the causes for the ‘focus shift’ and attempt an analysis of the impact of the role of English in China in the future.
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CHENPENG and 박수정. "An analysis on the competencies of teachers who teach Chinese as a foreign language (對外漢語) : focused on the teachers of South Korea Confucius Institute." Journal of Korean Teacher Education 31, no. 3 (September 2014): 269–90. http://dx.doi.org/10.24211/tjkte.2014.31.3.269.
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PARDESHI, Prashant. "Compilation of Japanese Basic Verb Usage Handbook for JFL Learners: A Project Report." Acta Linguistica Asiatica 2, no. 2 (October 23, 2012): 37–64. http://dx.doi.org/10.4312/ala.2.2.37-64.
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In this article we introduce a collaborative research project entitled 'nihongogakushuushayou kihondoushi youhouhandbook no sakusei (Compilation of Japanese Basic Verb Usage Handbook for Japanese as Foreign Language (JFL) Learners)' carried out at the National Institute for Japanese Language and Linguistics (NINJAL) and report on the progress of its research product, namely, a prototype of a basic verb usage handbook (referred to as 'handbook' below). The handbook differs in many ways from the conventional printed dictionaries or electronic dictionaries available at present. First, the handbook is compiled online and will be made available on internet for free access. Secondly, the handbook is corpus-based: the contents of the entry are written taking into consideration the actual use of the headword using the BCCWJ corpus. Also, it contains illustrative examples of a particular meaning culled from the BCCWJ corpus as well as those coined by the entry-writers. Third, the framework used in the description of semantic issues (polysemy network, cognitive mechanism underlying semantic extensions and semantic relationships among various meanings, etc.) is cognitive grammar, which adopts prototype approach. Fourth, it includes audio-visual contents (such as audio files and animations/video clips etc.) for effective understanding, acquisition and retention of various meanings of a polysemous verb. Fifth, the handbook is bi-lingual (Japanese-Chinese, Japanese-Korean and Japanese-Marathi) and incorporates insights of contrastive studies and second language acquisition. The handbook is an attempt to share cutting edge research insights of various branches of linguistics with Japanese language pedagogy. It is hoped that the handbook will prove to be useful for JFL learners as well as Japanese language teachers across the globe.
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HMELJAK SANGAWA, Kristina. "Foreword." Acta Linguistica Asiatica 2, no. 3 (December 20, 2012): 5–6. http://dx.doi.org/10.4312/ala.2.3.5-6.
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Having received a lively response to our call for papers on the lexicography of Japanese as a second language, the editorial board decided to dedicate two issues of this year's ALA to this theme, and I am happy to introduce the second round of papers, after the first thematic issue published in October this year.This issue is again divided into two parts. The first two papers offer analyses of two aspects of existing dictionaries from the point of view of Japanese language learners, while the following four papers present particular lexicographic projects for learners of Japanese as a foreign language.The first paper, by Kanako Maebo, entitled A survey of register labelling in Japanese dictionaries - Towards the labelling of words in dictionaries for learners of Japanese, analyses register labelling in existing dictionaries of Japanese, both in those expressly intended for learners of Japanese as a second language and those intended for native speakers, pointing out how register information provided by such dictionaries is not sufficient for L2 language production. After stressing the usefulness of usage examples for learners trying to write in Japanese, she offers an example of a corpus-based register analysis and proposes a typology of labels to be assigned to dictionary entries, calling for the development of corpora of different genres to be used for lexical analysis.In the second paper, An analysis of the efficiency of existing kanji indexes and development of a coding-based index, Galina N. Vorobеva and Victor M. Vorobеv tackle one of the most time-consuming tasks learners of Japanese are confronted with: looking up unknown Chinese characters. After a comprehensive description of existing indexes, including less known indexing systems developed by Japanese, Chinese, Russian and German researchers, they compare the efficiency of these systems using the concept of selectivity, and propose their own coding-based system. Although searching for unknown characters is becoming increasingly easy with the use of optical character recognition included in portable electronic dictionaries, tablets and smart-phones, not all learners have yet access to such devices. Efficient indexes for accessing information on Chinese characters are therefore still a valuable tool to support language learners in this most tedious task, while the ability to decompose a character into component parts remains an important basis for character memorisation.The second part of this issue presents four projects aimed at supporting particular lexical needs of learners of Japanese as a second language.In the first paper, Development of a learners' dictionary of polysemous Japanese words and some proposals for learners’ lexicography, Shingo Imai presents a new lexicographic approach to the description of polysemous words. As Imai rightfully stresses, the most basic and common words learned by beginning language learners are actually often very polysemous; being deceivingly simple at first glance, they are often introduced with simple glosses or basic prototypical examples at the first stages of learning, and later treated as known words in intermediate or advanced textbooks, even if used for less common senses which are still unknown to the learners, causing much confusion. In the dictionary series presented here, polysemous headwords are thoroughly and systematically described within their semantic networks, where the connections between core and derived meanings are schematically visualised and exemplified.The following two papers present two of the first and most popular web-based systems for Japanese language learning support, both of which have been developing for more than a decade, supporting Japanese language learners all over the world.Reading Tutor, a reading support system for Japanese language learners, presented by Yoshiko Kawamura, is a widely known and used system based at Tokyo International University, which offers automatic glossing of Japanese text with Japanese definitions and examples, and translations into 28 languages. After introducing the system, its development, functionalities and its tools for signalling the level of difficulty of single words, characters, or whole Japanese texts, the author describes its possible uses in language instruction and autonomous learning, and one concrete example of its application to the development of learning material for a specific segment of learners, foreign candidates to the Japanese national examination for certified care workers, mostly Filipino and Indonesian nurses working in Japan. The author concludes with suggestions for fostering autonomous vocabulary learning.The other Japanese language learning support system with an equally long and successful tradition, developed at Tokyo Institute of Technology, is presented by its initiator, Kikuko Nishina, and one of its younger developers, Bor Hodošček, in Japanese Learning Support Systems: Hinoki Project Report. The article presents the many components of this successful system, including Asunaro, a reading support system aimed especially at science and engineering students and speakers of underrepresented Asian languages, Natsume, a writing assistance system using large-scale corpora to support collocation search, Natane, a learner corpus, and Nutmeg, an automatic error correction system for learners' writing.The last project report, by Tomaž Erjavec and myself, introduces resources and tools being developed at the University of Ljubljana and at Jožef Stefan Institute: JaSlo: Integration of a Japanese-Slovene Bilingual Dictionary with a Corpus Search System. The dictionary, corpora and search tools are being developed primarily for Slovene speaking learners of Japanese, but part of the tools, particularly the corpus of sentences from the web-harvested texts, divided into five difficulty levels, can be used by any learner or teacher of Japanese.I hope you will enjoy reading these articles as much as I did, and wish you a peaceful New Year.
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HMELJAK SANGAWA, Kristina. "Foreword." Acta Linguistica Asiatica 2, no. 2 (October 23, 2012): 5–6. http://dx.doi.org/10.4312/ala.2.2.5-6.
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It is my pleasure to introduce this thematic issue dedicated to the lexicography of Japanese as a second or foreign language, the first thematic issue in Acta Linguistica Asiatica since its inception.Japanese has an outstandingly long and rich lexicographical tradition, but there have been relatively few dictionaries of Japanese targeted at learners of Japanese as a foreign or second language until the end of the twentieth century. With the growth of Japanese language teaching and learning around the world, the rapid development of very large scale linguistic resources and language processing technologies for Japanese, a new generation of aggregated, collectively developed or crowd-sourced resources evolving in the context of the social web, a shift from static paper to constantly developing electronic resources, the spread of internet access on hand-held devices, and new approaches to the use of language reference resources stemming from these developments, dictionaries and other reference resources for learners, teachers and users of Japanese as a foreign/second language are being developed and used in new ways in different user communities. However, information about such developments often does not reach researchers, lexicographers, dictionary users and language teachers in other user communities or research spheres. This special issues wishes to contribute to the spread of such information by presenting some recent developments in this growing field.Having received a very lively response to our call for papers, not all papers selected for publishing could fit into this issue, and part of them will be included in the December issue of ALA, which is also going to be dedicated to Japanese lexicography.The first round of papers included in this issue presents a varied cross-section of current JFL lexicographical work and research. All papers in this issue point out the relative scarcity of appropriate reference works for learners of Japanese as a foreign language, especially when compared to lexicographical resources for Japanese native speakers, and each of the endeavours presented here confronts this lack with its own original approach. Reflecting the paradigm shift in Japanese language research, where corpus research is again playing a central role, most papers presented here take advantage of the bounty of newly available corpora and web data, most prominent among which is the Balanced Corpus of Contemporary Written Japanese developed by the National Institute for Japanese Language and Linguistics in Tokyo, and which is used by Mogi, Pardeshi et al. and Sunakawa et al. in their lexicographical research and projects, while Blin taps data for his research from the web, another increasingly important linguistic resource.The first two papers offer two perspectives on existing Japanese dictionaries. Tom Gally in his paper Kokugo Dictionaries as Tools for Learners: Problems and Potential points out the drawbacks of currently available Japanese dictionaries from the perspective of learners of Japanese as a foreign language, but at the same time offers a very detailed and convincing explanation of the merits of monolingual Japanese dictionaries for native speakers (kokugo dictionaries), such as their comprehensiveness, detailedness and quantity of contextual information, when compared to bilingual dictionaries, which make them a potentially useful resource even for an audience they are not targeting - foreign language learners. His detailed explanation of possible uses and potential hurdles and pitfalls learners may encounter in using them, is not only accurate and informative, but also of immediate practical value for language teachers and lexicographers.Toshinobu Mogi, in his paper Towards the Lexicographic Description of the Grammatical Behaviour of Japanese Loanwords: A Case Study, investigates the lexicographic description of loanwords in Japanese reference works and notes how information offered by currently available dictionaries, especially regarding the grammatical aspects of loanword use, is not sufficient for learners of Japanese as a foreign language. After pointing our the deficiencies of current dictionary descriptions and noting how dictionaries sense divisions do not reflect the frequency of different senses in actual use, as reflected in a large-scale representative general corpus of Japanese, he uses a fascinatingly detailed analysis of the behaviour of a Japanese loanword verb to describe a corpus-based method of lexical description, based on the correspondence between usage forms and senses, which could be used for the compilation of Japanese learners' dictionaries meant for the reception and production of Japanese.The second part of this special issue is composed of four reports on particular aspects of ongoing lexicographical work targeted at learners of Japanese as a foreign language.Prashant Pardeshi, Shingo Imai, Kazuyuki Kiryu, Sangmok Lee, Shiro Akasegawa and Yasunari Imamura in their paper Compilation of Japanese Basic Verb Usage Handbook for JFL Learners: A Project Report, after pointing out - as other authors in this issue - the lack of a detailed and pedagogically sound lexicographical description of Japanese basic vocabulary for foreign learners, propose a corpus-based on-line system which incorporates insights from cognitive grammar, contrastive studies and second language acquisition research to solve this problem. They present their current implementation of such a system, which includes audio-visual material and translations into Chinese, Korean and Marathi. The system also uses natural language processing techniques to support lexicographers who need to process daunting amounts of corpus data in order to produce detailed lexical descriptions based on actual use.The next article by Marcella Maria Mariotti and Alessandro Mantelli, ITADICT Project and Japanese Language Learning, focus on the learner's perspective. They present a collaborative project in which Italian learners of Japanese compiled an on-line Japanese-Italian dictionary using a purposely developed on-line dictionary editing system, under the supervision of a small group of teachers. One practical and obvious outcome of the project is a Japanese-Italian freely accessible lexical database, but the authors also highlight the pedagogical value of such an approach, which stimulates students' motivation for learning, hones their ICT skills, makes them more aware of the structure and usability of existing lexicographic and language learning resources, and helps them learn to cooperate on a shared task and exchange peer support.The third project report by Raoul Blin, Automatic Addition of Genre Information in a Japanese Dictionary, focuses on the labelling of lexical genre, an aspect of word usage which is not satisfactorily presented in current Japanese dictionaries, despite its importance for foreign language learners when using dictionaries for production tasks. The article describes a procedure for automatic labelling of genre by means of a statistical analysis of internet-derived genre-specific corpora. The automatisation of the process simplifies its later reiteration, thus making it possible to observe lexical genre development over time.The final paper in this issue is a report on The Construction of a Database to Support the Compilation of Japanese Learners’ Dictionaries, by Yuriko Sunakawa, Jae-ho Lee and Mari Takahara. Motivated by the lack of Japanese bilingual learners' dictionaries for speakers of most languages in the world, the authors engaged in the development of a database of detailed corpus-based descriptions of the vocabulary needed by learners of Japanese from beginning to advanced level. By freely offering online the basic data needed for bilingual dictionary compilation, they are building the basis from which editors in under-resourced language areas will be able to compile richer and more up-to-date contents even with limited human and financial resources. This project is certainly going to greatly contribute to the solution of existing problems in Japanese learners' lexicography.
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Jędrzejko, Paweł. "Translocality/Methodology. The Americas, or Experiencing the World." Review of International American Studies 13, no. 2 (December 31, 2020): 5–13. http://dx.doi.org/10.31261/rias.10013.
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The Americas offer a peculiar stage for translocal methodologies. If we agree that the products of Chinese American culture—which, in the course of the last 170 years of interaction, has evolved into a unique, American, phenomenon—can not be labeled as “Made in China,” then contemporary Chinese medicine in the Americas cannot legitimately be perceived solely as an ‘import.’ Beyond doubt, phenomena such as the emergence of the American College of Traditional Chinese Medicine at the California Institute of Integral Studies testify to the fact that the once ‘exotic’ forms of therapy are now being granted a status parallel to those developed throughout the history of Western medicine. Increasingly, as translocal, they are becoming recognized as non-foreign elements of the glocal culture. Similarly, the exploration of the physical world, which, to an experienced dancer of Bharatanatyam, Odissi, or any other of the dominant forms of the classical Indian dance is an obvious function of his or her own experience of the ‘body-in-the-world,’ has, translocally, opened up an altogether new space of profound understanding of ourselves in our environment. It is not about the fashionable, politically correct, ‘openness to other cultures’; it is about the opening up to a parallel meditative experience of the “bodymind,” which neither excludes nor isolates the sphere of emotions from the reality of what-is-being-experienced. Or, to express it in terms more easily comprehensible to a Western reader, dance may prove to be a methodology (not just a method) serving the purpose of a more profound understanding of the complexity and unity of the universe, and a language to express this understanding. Making the most of available traditions might produce much greater benefits than remaining locked within just one, Western, Anglonormative, library of concepts. In the context of the ongoing debate on transnational American Studies, the article offers an insight into how the worldwide studies of the Americas and translocality intersect, and how such a perspective may contribute to the multifaceted process of the decolonization, understood both literally and intellectually.
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Jędrzejko, Paweł. "Translocality/Methodology. The Americas, or Experiencing the World." Review of International American Studies 13, no. 2 (December 31, 2020): 5–13. http://dx.doi.org/10.31261/rias.10013.
Full textAbstract:
The Americas offer a peculiar stage for translocal methodologies. If we agree that the products of Chinese American culture—which, in the course of the last 170 years of interaction, has evolved into a unique, American, phenomenon—can not be labeled as “Made in China,” then contemporary Chinese medicine in the Americas cannot legitimately be perceived solely as an ‘import.’ Beyond doubt, phenomena such as the emergence of the American College of Traditional Chinese Medicine at the California Institute of Integral Studies testify to the fact that the once ‘exotic’ forms of therapy are now being granted a status parallel to those developed throughout the history of Western medicine. Increasingly, as translocal, they are becoming recognized as non-foreign elements of the glocal culture. Similarly, the exploration of the physical world, which, to an experienced dancer of Bharatanatyam, Odissi, or any other of the dominant forms of the classical Indian dance is an obvious function of his or her own experience of the ‘body-in-the-world,’ has, translocally, opened up an altogether new space of profound understanding of ourselves in our environment. It is not about the fashionable, politically correct, ‘openness to other cultures’; it is about the opening up to a parallel meditative experience of the “bodymind,” which neither excludes nor isolates the sphere of emotions from the reality of what-is-being-experienced. Or, to express it in terms more easily comprehensible to a Western reader, dance may prove to be a methodology (not just a method) serving the purpose of a more profound understanding of the complexity and unity of the universe, and a language to express this understanding. Making the most of available traditions might produce much greater benefits than remaining locked within just one, Western, Anglonormative, library of concepts. In the context of the ongoing debate on transnational American Studies, the article offers an insight into how the worldwide studies of the Americas and translocality intersect, and how such a perspective may contribute to the multifaceted process of the decolonization, understood both literally and intellectually.
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Glaser, Bonnie S., and Phillip C. Saunders. "Chinese Civilian Foreign Policy Research Institutes: Evolving Roles and Increasing Influence." China Quarterly 171 (September 2002): 597–616. http://dx.doi.org/10.1017/s0009443902000372.
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A more pragmatic Chinese foreign policy and a more bureaucratic policy-making process have increased the opportunities for China's civilian research institutes to affect foreign policy. Beijing's growing involvement in the international community has created increased demand for research and analysis to aid Chinese leaders in making informed decisions. A more pluralistic and competitive policy environment has given analysts at think tanks more influence, but has also created new competition from analysts and authors working outside the traditional research institute system. This article examines the evolving role of Chinese civilian foreign policy research institutes, their relationships to policy makers, and the pathways through which they provide input into Chinese foreign policy formulation. It provides an overview of the key civilian research institutes, identifies important trends affecting them, and examines the roles and functions they play. The article concludes with an assessment of sources of policy influence within the Chinese foreign policy process.
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STARR, DON. "Chinese Language Education in Europe: the Confucius Institutes." European Journal of Education 44, no. 1 (March 2009): 65–82. http://dx.doi.org/10.1111/j.1465-3435.2008.01371.x.
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Chen, Dongyang, and Wei Ha. "Are Confucius Institutes Building Blocks or Stumbling Blocks for Foreign Students in China: An Empirical Study of 190 Countries (1999–2015)." ECNU Review of Education 3, no. 2 (March 24, 2020): 235–53. http://dx.doi.org/10.1177/2096531120913682.
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Purpose: This study investigates the impact of Confucius Institutes on China’s international education initiatives. First, it examines whether the establishment of Confucius Institutes has a gravitational effect on the scale of foreign students coming to China. Second, it discerns whether there are any association between the establishment of Confucius Institutes and the attributes of foreign students based on the type of program they select. Third, it identifies whether there are any differences in the impact of Confucius Institutes based on constraints such as the number of foreign students, income levels, cultural distance, and geographical endowment. Design/Approach/Methods: Based on the trade gravity model and the push–pull theory, we estimated a two-way fixed-effects model using panel data of all source countries from 1999 to 2015. Findings: Results show that Confucius Institutes have helped China attract more foreign students on Chinese government scholarships, with each Institute increasing such enrolment by 1.3%. However, Confucius Institutes have resulted in a drop in the total number of foreign students studying in China, especially nondegree students. This substitution effect means that the Institutes actually help China improve the composition of its foreign students. Further heterogeneity analysis shows that the substitution effect is primarily driven by the main source countries. Accordingly, this study suggests that China should establish more Confucius Institutes in Africa and Eastern Europe to maximize the catalyzing effect of Confucius Institutes. Originality/Value: In contrast to previous studies on foreign scholarship in China, this study examines all 190 source countries from 1999 to 2015. This comprehensive study also explores the heterogeneous effects of foreign students on trade across economic, cultural, and geographical domains.
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Neeleman, Jan. "The legacy of Dutch psychiatry." Psychiatric Bulletin 14, no. 4 (April 1990): 222–23. http://dx.doi.org/10.1192/pb.14.4.222.
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The library of the Institute of Psychiatry is undoubtedly internationally oriented; it stocks writings in languages ranging from German to Chinese. As a foreigner one is bound to be on the look-out for texts in one's own language. In my case this search has until now been unsuccessful. After the librarian asked me whether the Dutch write about psychiatry at all, I have actually given up but at the same time I decided that it was my task to increase awareness of Dutch psychiatry among my colleagues. Although it is true that the Dutch have accepted English as the international scientific language more than any other members of the European Community, Flemish and Dutch psychiatrists do continue to publish in their native language by means of the Tijdschrift voor Psychiatrie, a journal which differs from, for example, its British counterpart by the emphasis it puts on case studies, psychotherapy and philosophical/historical issues rather than on research in the internationally accepted format.
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Zhu, Xiaomei, and Anwei Feng. "ICC Nurturing Strategies in the Context of Sino-foreign Institutes." Theory and Practice in Language Studies 11, no. 9 (September 1, 2021): 1072–79. http://dx.doi.org/10.17507/tpls.1109.13.
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This paper discusses intercultural communicative competence (ICC) education in the context of Sino-Foreign Institutes (SFIs). Through an overview of the development of internationalization of higher education in China, the paper puts forward four strategies that are widely adopted to facilitate the development of students ICC. The four strategies are provision of ICC specific courses, integration of ICC in subject courses, integration of ICC with foreign language education, and intercultural activities and projects. Towards the end, the paper argues that more empirical research is needed to evaluate the effects of the strategies on students’ ICC and challenges the SFIs face in the post-pandemic era.
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Zhao, Aiping, Ying Guo, and Jaclyn Dynia. "Foreign language reading anxiety: Chinese as a foreign language in the United States." Modern Language Journal 97, no. 3 (August 22, 2013): 764–78. http://dx.doi.org/10.1111/j.1540-4781.2013.12032.x.
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He, Chunyan, and Fei Han. "A Study of EFL Curriculum of China’s Science and Technology Institutes under Graded Teaching Model." English Language Teaching 11, no. 2 (January 7, 2018): 44. http://dx.doi.org/10.5539/elt.v11n2p44.
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Recent years, most universities and colleges have been reforming the English as a foreign language (EFL) curriculum system in China. Some reformed EFL curriculum into English for Specific Purposes (ESP) courses, for instance, while some conducted a graded teaching model in EFL teaching. However, the effect of this reform was not so good, especially at science and technology institutes. Therefore, in view of different opinions to classification of foreign language teaching, the classification scheme of English teaching was improved and rebuilt at first, based on the analysis of the learners’ feedback from the perspective of learner’s needs on the current EFL curriculum system of China’s science and technology institutes under graded teaching model. And then a new EFL curriculum system of China’s science and technology institutes under graded teaching model was designed based on learning-centered approach to course and curriculum design to promote the development of EFL teaching and China’s ESP courses and accordingly meet nation’s needs for cultivating international and integrated high-quality talents of foreign languages.
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Li, Chengchen, Guiying Jiang, and Jean-Marc Dewaele. "Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale." System 76 (August 2018): 183–96. http://dx.doi.org/10.1016/j.system.2018.06.004.
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Yao, Xiuqing. "Foreign languages in Chinese higher education." Language Learning Journal 7, no. 1 (March 1993): 74–77. http://dx.doi.org/10.1080/09571739385200211.
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Cai, Liexu. "A comparative study of the Confucius Institute in the United Kingdom and the British Council in China." Citizenship, Social and Economics Education 18, no. 1 (April 2019): 44–63. http://dx.doi.org/10.1177/2047173419845531.
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Since the first Confucius Institute was set up by the Chinese government for the promotion of Chinese language and culture overseas in 2004, the development of Confucius Institutes has become exponentially increasing. Currently, there are 29 Confucius Institutes in the United Kingdom among over 500 Confucius Institutes abroad; meanwhile, the activities of the British Council in China also became popular as one of the central paradigms for educational communication between China and the United Kingdom. Although there have been several studies on Confucius Institutes and British Council, respectively, little research exists about them from the international comparative perspective, with regard to both of them being cultural institutes abroad and the establishment of Confucius Institutes benefitting from the United Kingdom’s experience in promoting its national languages and culture. This article aims to discover the general similarities and differences between Confucius Institutes and the British Council in three aspects: the organisation structures and culture diffusion models, the language teaching and learning resources and activities, and the cooperation that the two institutes have with the other organisations.
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Hassankiadeh, Mozhgan Alsadat Ghaffarzadeh. "Schools V.S Institutes In Learning a Foreign Language: For Iranian EFL Learners." International Journal of Language and Linguistics 1, no. 4 (2013): 40. http://dx.doi.org/10.11648/j.ijll.s.20130101.17.
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Putthithanasombat, Phramaha Min, and John Walsh. "Management of Foreign Teachers in International Educational Institutes in Thailand." Journal of Education and Vocational Research 4, no. 8 (August 20, 2013): 230–37. http://dx.doi.org/10.22610/jevr.v4i8.125.
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This paper seeks to determine methods and approaches of managing international English language teachers in Thailand in the context of the forthcoming ASEAN Economic Community. Qualitative interviews, focus group and ethnographic observation were used to obtain data. The research shows that schools involved adopt pragmatic approaches to teacher recruitment and management but retain elements of the longstanding paternalistic Thai approach to management of human resources. The research is limited to two research study sites and to a specific time period. Issues are raised concerning the approach of potential international teachers and the means of obtaining employment. The lack of meaningful preparation for the ASEAN Economic Community in the education sector in Thailand is made evident. Management of international school English language teachers in Thailand has been only lightly researched previously and is partly remedied here.
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Streltsov, D. V. "Oriental Studies." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 143–50. http://dx.doi.org/10.24833/2071-8160-2014-5-38-143-150.
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The Department for the "administration of affairs with Asian nations" at College of Foreign Affairs was established on February 26, 1796 by the imperial decree and the school for Chinese, Manchu, Persian and Turkish languages translators was opened one year later. However, special training of the Russian diplomatic corps, dealing with the relations with Asian nations, was established only in the XIX century. In 1815 Lazarev Institute of Oriental Languages was founded. In 1823 Training Department of Oriental Languages at the Asian Department of the Foreign Ministry of the Russian Empire was established. The tradition was continued by the Soviet Russian Institute of Oriental Studies, which become a leading center for the training of specialists, necessary for most important public institutions and social organizations. Moscow Institute for Oriental Studies inherited traditions and rich library from Lazarev Institute. At the confluence of MGIMO and Moscow Institute of Oriental Studies in 1954 the library holdings were transferred to the MGIMO, they now form the basis of the rare fund of the university research library. Development of Oriental School MGIMO historically was influenced by the specifics of the traditional conglomerate of Oriental Sciences and ever increasing needs in the practical application of knowledge about the East. Of course, in addition to the Lazarev Institute other leading centers of domestic study of the East made a considerable impact on the development of Oriental Studies at MGIMO. St. Petersburg (Leningrad) University and the University of Kazan are the most prominent ones, where the Oriental Studies tradition is rooted in the XIX century. Evacuation of many prominent representatives of the Moscow and Leningrad school of Oriental Studies during the Great Patriotic War to Kazan and Central Asia gave new impetus to oriental studies at universities in these regions.
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장혜 and 김영주. "Foreign Language Reading Anxiety: Chinese Learners of Korean." Studies in Linguistics ll, no. 32 (July 2014): 229–53. http://dx.doi.org/10.17002/sil..32.201407.229.
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Alikhankyzy, Gulya, and Gulzhan Akhmetbek. "Methods of teaching Chinese as a foreign language." Bulletin of L.N. Gumilyov Eurasian National University. Philology Series 127, no. 2 (2019): 107–15. http://dx.doi.org/10.32523/2616-678x-2019-127-2-107-115.
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Heidari, Laya, and Shiva Parvaresh. "Iranian English as a foreign language teachers’ personality types and classroom management orientations: A correlational study." Contemporary Educational Researches Journal 11, no. 3 (July 21, 2021): 92–105. http://dx.doi.org/10.18844/cerj.v11i3.5905.
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Language learners’ achievement relies to a great extent on what goes on inside the classroom. The teacher personality types (PTs) and their classroom management orientations (CMOs) play a critical role. The present study intended to explore Iranian English as a foreign language (EFL) teachers’ major PTs and CMOs. Sixty EFL teachers were chosen through the convenience sampling method from foreign language institutes in Isfahan, Iran. They were asked to complete two questionnaires including the Myers–Briggs type indicator and the Behaviour and Instructional Management Scale. Descriptive analysis and Fisher’s exact test were conducted to answer the research questions. The results showed that the extroverted–sensing–thinking–judging (ESTJ) type was the most frequent PT and the interactionalist approach was the major CMO among Iranian EFL teachers teaching at language institutes. The results enhance the understanding of EFL teachers and directors of language institutes on the PT as one crucial factor related to EFL teachers’ behaviour management approaches.
Keywords: Classroom orientations, EFL, Iranian teachers, personality types, management orientations.
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Yuxiangt, Xiong. "Chinese and Slavic Culture Differences for Chinese Language Teaching in Ukraine." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 38 (2020): 119–27. http://dx.doi.org/10.17721/2663-6530.2020.38.08.
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Teaching Chinese as foreign language is not only a language teaching, but also a cultural teaching. To teachers, the teaching objects are foreigners who have different cultural backgrounds. To learners, it is a social cultural communication. There are lots of differences between Chinese and Slavic cultures, which have great impact on language learners. That is to say, teachers need to consider the differences and adopt effective measures to help Ukraine students grasp Chinese. Language is the carrier of culture, and language itself is also an important part of culture. "Teaching Chinese as a Foreign Language" is both a language teaching and a kind of cultural teaching. The unity of language teaching and cultural teaching is the most fundamental characteristic of teaching Chinese as a foreign language. The core and purpose of teaching Chinese as a foreign language is to cultivate students'communicative competence in Chinese. For students whose native language is non-Chinese, this communicative competence in Chinese is a cross-cultural communication ability. The system of kinship terms represents the traditional culture of any nation and reflect the historical accumulation of different titles, respectively, represent different language culture. Kinship terms, as a basic vocabulary in a tight form of the national language system. relatively stable, reflecting a social life of nations, cultural traditions, national psychology and so on. Although there are similarities between ethnic and national phenomenon, but similar does not mean exactly the same, there are some difference to identify those key kinship.
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Yuxiangt, Xiong. "Chinese and Slavic Culture Differences for Chinese Language Teaching in Ukraine." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 38 (2020): 119–27. http://dx.doi.org/10.17721/2663-6530.2020.38.08.
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Teaching Chinese as foreign language is not only a language teaching, but also a cultural teaching. To teachers, the teaching objects are foreigners who have different cultural backgrounds. To learners, it is a social cultural communication. There are lots of differences between Chinese and Slavic cultures, which have great impact on language learners. That is to say, teachers need to consider the differences and adopt effective measures to help Ukraine students grasp Chinese. Language is the carrier of culture, and language itself is also an important part of culture. "Teaching Chinese as a Foreign Language" is both a language teaching and a kind of cultural teaching. The unity of language teaching and cultural teaching is the most fundamental characteristic of teaching Chinese as a foreign language. The core and purpose of teaching Chinese as a foreign language is to cultivate students'communicative competence in Chinese. For students whose native language is non-Chinese, this communicative competence in Chinese is a cross-cultural communication ability. The system of kinship terms represents the traditional culture of any nation and reflect the historical accumulation of different titles, respectively, represent different language culture. Kinship terms, as a basic vocabulary in a tight form of the national language system. relatively stable, reflecting a social life of nations, cultural traditions, national psychology and so on. Although there are similarities between ethnic and national phenomenon, but similar does not mean exactly the same, there are some difference to identify those key kinship.
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Paradise, James F. "China and International Harmony: The Role of Confucius Institutes in Bolstering Beijing's Soft Power." Asian Survey 49, no. 4 (July 1, 2009): 647–69. http://dx.doi.org/10.1525/as.2009.49.4.647.
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China is setting up Confucius Institutes around the world to spread its language and culture and to increase collaboration with foreign academic institutions. The institutes could increase China's "soft power" and help it project an image of itself as a benign country. Concerns exist about a "Trojan horse" effect.
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Bi, Xinhui, and Iuliia A. Azarenko. "The Role of Confucius Institutes in Chinese Education in Russia (Based on the Example of Confucius Institute of the Humanitarian Institute, Novosibirsk State University)." Oriental Studies 20, no. 4 (2021): 176–86. http://dx.doi.org/10.25205/1818-7919-2021-20-4-176-186.
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With the increase of Sino-Russian cooperation in various fields, interest in Chinese is growing in Russia, which highlights the role of Confucius Institute to meet demand. Confucius Institute is a non-profit educational organization jointly established by China and other countries. Each of the 22 Confucius Institutes and classrooms in Russia present its distinctive feature and work hard in helping the Russian people learn Chinese, understand Chinese culture and enhance the humanist exchange between China and Russia. Chinese education is the most important task of the institutes. Using Confucius Institute of Novosibirsk State University as an example, this paper introduces works done by the institute from three aspects. Firstly, it contributes to Chinese education in the university. Secondly, it meets local residents’ needs to learn Chinese. Thirdly, it broadens the scope of regional cooperation and trains local Chinese teachers. With the support of Xinjiang University in China, the Confucius Institute at Novosibirsk State University has cooperated with many higher and secondary education institutions in Russia to expand international cooperation in Chinese education. The effective work of Confucius Institute at Novosibirsk State University has proved that it has played an active role in Chinese education. Against the backdrop of the COVID-19 pandemic, all Confucius Institutes and classrooms in Russia have continued operating by taking advantage of online teaching and learning and explored the route of development characterized with “Internet + Chinese”. The authors believe that Confucius Institutes will keep on contributing to the Chinese education in Russia with the joint efforts of both parties.
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Xingjun, Liu. "Teaching Chinese as a Foreign Language based on Morphemic of Chinese Characters." Han-Character and Classical written language Education 30 (January 30, 2013): 353–70. http://dx.doi.org/10.15670/hace.2013.30.1.353.
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Al-Abdali, Woroud Tariq Jabir. "Attitudes of Teachers Training Institutes Students` towards Learning English as a Foreign Language." لارك 2, no. 25 (April 26, 2019): 19–45. http://dx.doi.org/10.31185/lark.vol2.iss25.1085.
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Abstract
Attitudes have a vital role in the life of each individual and a society as they determine what each individual will see, hear, think and do. The role of attitudes is a topic of much attention of specialists and educators especially in the field of teaching English as a foreign language as it is considered as one of the most important factors that impact on learning the language.
On the basis of the above statement, the present study aims at identifying the students’ attitudes towards learning English as a foreign language and finding out the differences between male and female students’ attitudes towards learning English as a foreign language. After the selection of the sample of 40 male and female students of level 5 at Teachers Training Institutes, a questionnaire is developed and students' responses are tabulated and analyzed. The results of the study show that most students have very positive attitudes towards learning English. It is also found that female students generally have higher rates than male students indicating more positive attitudes towards learning English. Within the findings of the study, some recommendation and suggestions for further studies have emerged.
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Ye, Wenzhong, Yuxi Liu, and Haigang Zhou. "The effect of Confucius Institutes on Chinese outward foreign direct investment: A province-level analysis." Journal of International Trade & Economic Development 30, no. 6 (April 7, 2021): 843–55. http://dx.doi.org/10.1080/09638199.2021.1909647.
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Hoi, Huynh Tan. "Teaching Chinese Language through Immortal Songs Comparing to Vietnamse Language." ABC Journal of Advanced Research 8, no. 1 (June 30, 2019): 29–32. http://dx.doi.org/10.18034/abcjar.v8i1.85.
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Foreign languages in general and Chinese in particular has an important role in the context which the world has been developing continuously. Understanding and using this language eloquently will make learners have more chances to exchange culture, absorb new knowledge as well as present thoughts and views in a comfortable way. This paper mentions the reality of teaching and learning Chinese and the ways to upgrade the education quality through training practicing immortal songs as well as comparing to Vietnamese language. The article was completed with the assistance of 30 learners who are studying Chinese at some foreign language centers in Ho Chi Minh City during July of 2018 and it showed that learning process will be much more interesting and easier when listening to music.
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Li, Yinghao. "Intercultural Awareness in Foreign Language Teaching: A Chinese Perspective." Journal of Language Teaching and Research 7, no. 4 (July 1, 2016): 768. http://dx.doi.org/10.17507/jltr.0704.18.
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The paper discusses the status quo of the English culture teaching and learning in Chinese colleges. In the pedagogical level, most foreign language teachers have very vague idea of what the culture should be and what should be taught in terms of English culture. Lacking in the principled methodology in promoting students’ intercultural awareness, teachers either turn deaf to the new trend or frustrated by the communicative approach, somehow falling back to the more traditional but effective grammar-translation approach. The changing scenario of language teaching has constituted new challenges for the English educators in China. The paper proposes that more research should be channeled to the research of the paradigm of the English as an International Language (EIL) through intercultural awareness.
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Kennedy, Juliet. "Intercultural pedagogies in Chinese as a foreign language (CFL)." Intercultural Education 31, no. 4 (February 11, 2020): 427–46. http://dx.doi.org/10.1080/14675986.2019.1702290.
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