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Journal articles on the topic 'Chinese learning'

To see the other types of publications on this topic, follow the link: Chinese learning.

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Wang, Mingjiu. "Chinese EFL Teachers‟ Perceptions towards Blended Learning." International Journal of Languages, Literature and Linguistics 6, no. 2 (June 2020): 117–21. http://dx.doi.org/10.18178/ijlll.2020.6.2.262.

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2

Isac, Florin Lucian, and Eugen Florin Remeș. "Learning from Chinese Management." Studia Universitatis „Vasile Goldis” Arad – Economics Series 31, no. 4 (October 11, 2021): 70–84. http://dx.doi.org/10.2478/sues-2021-0020.

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Abstract China is one of the fastest-growing economies and has gained a leading position in terms of production or exports. China’s managerial and business practices are influenced by its traditional cultural values. The article investigates, along with the influences of these values on management, the points of interest of the Chinese management model for other cultures.

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3

Li, Jin. "Chinese Conceptualization of Learning." Ethos 29, no. 2 (June 2001): 111–37. http://dx.doi.org/10.1525/eth.2001.29.2.111.

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4

Xiaodong, Li. "The Chinese Model and Chinese Wisdom of Modernization." EDUCAÇÃO E FILOSOFIA 33, no. 69 (December 30, 2020): 1223–53. http://dx.doi.org/10.14393/revedfil.v33n69a2019-56405.

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The Chinese Model and Chinese Wisdom of Modernization 1 Abstract: The Soviet model of socialism and the American model of capitalism are the two major solutions to modernization. Under the guidance of the traditional Chinese Doctrine of the Mean and the Marxist dialectical materialism, the Communist Party of China, by successively learning from these two major solutions and combining with the actual situation of China, has proposed Chinese solutions of socialism with Chinese characteristics to modernization of state governance and thus offered to the world Chinese wisdom beyond the conflicts between two major ideologies, namely, socialism and capitalism. Keywords: State governance. Modernization. Chinese wisdom. Chinese situations. O modelo chinês e a sabedoria chinesa da modernização Resumo: O modelo soviético de socialismo e o modelo americano de capitalismo são as duas principais soluções para a modernização. Sob a orientação da doutrina chinesa tradicional do caminho do meio e do materialismo dialético marxista, o Partido Comunista da China, aprendendo sucessivamente com essas duas soluções principais e combinando-se com a situação atual da China, propôs soluções chinesas de socialismo com características chinesas, modernização da governança do estado e, assim, ofereceu ao mundo a sabedoria chinesa além dos conflitos entre duas grandes ideologias, a saber, socialismo e capitalismo. Palavras-chave: Governança estatal. Modernização. Sabedoria chinesa. Situações chinesas. El modelo chino y la sabiduría china de la modernización Resumen: El modelo soviético del socialismo y el modelo estadounidense del capitalismo son las dos soluciones principales para la modernización. Bajo la guía de la Doctrina tradicional china de la media y el materialismo dialéctico marxista, el Partido Comunista de China, al aprender sucesivamente de estas dos soluciones principales y combinar con la situación actual de China, ha propuesto soluciones chinas del socialismo con características chinas para modernización de la gobernanza estatal y, por lo tanto, ofreció al mundo sabiduría china más allá de los conflictos entre dos ideologías principales, a saber, el socialismo y el capitalismo. Palabras clave: Gobernanza estatal. Modernización. Sabiduría china. Situaciones chinas. 1This paper is related to “the Research of the Relationship between the Thought of the Communist Party of China about state Governance and Excellent Traditional Chinese Culture” supported by Beijing Social Science Fund Research Project Base (Project No. 17JDKDB003) Data de registro: 30/07/2020 Data de aceite: 21/10/2020 1 This paper is related to “the Research of the Relationship between the Thought of the Communist Party of China about state Governance and Excellent Traditional Chinese Culture” supported by Beijing Social Science Fund Research Project Base (Project No. 17JDKDB003).

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Lin, Jia. "Language learning strategy and language learning achievement." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, no. 2 (November 10, 2017): 148–71. http://dx.doi.org/10.1075/csl.52.2.03lin.

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Abstract This study investigates the relationship between language learning achievement and the use of language learning strategy among intermediate Chinese as a second language (L2) learners. A total of 62 students from an intermediate Chinese course participated in this study. Strategy Inventory for Language Learning (SILL) (Oxford, 1989) was used to assess participants’ strategy use frequency. Correlation, one-way ANOVA, and ANOVA post hoc tests were performed for data analysis. Key findings suggest that: (1) initiative, communicative orientation, and risk taking are good behavioral predictors of Chinese L2 achievement; (2) medium-achieving learners are more active in using strategies, especially cognitive and memory strategies. These investigations of strategy use within and across achievement groups revealed both Chinese L2 learners’ characteristics in strategy use, and also the problems and challenges that learners with different achievement levels encounter. Multiple pedagogical implications are provided at the end of this article.

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Zhang, Chun. "Learning Chinese Characters in the Digital Learning Room." Sprogforum. Tidsskrift for sprog- og kulturpædagogik 25, no. 68 (June 1, 2019): 54–61. http://dx.doi.org/10.7146/spr.v25i68.128434.

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7

McBride, Catherine Alexandra. "Is Chinese Special? Four Aspects of Chinese Literacy Acquisition that Might Distinguish Learning Chinese from Learning Alphabetic Orthographies." Educational Psychology Review 28, no. 3 (June 26, 2015): 523–49. http://dx.doi.org/10.1007/s10648-015-9318-2.

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8

Yan, Huang. "Chinese Learning Through Internet Inspired By Contructivist Learning Theory." Lingua Cultura 5, no. 1 (May 31, 2011): 80. http://dx.doi.org/10.21512/lc.v5i1.378.

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With the changing concept of education, there is growing emphasis on “student-centered” principle. This is one of the characteristics of Constructivist learning theory. On network teaching Chinese, Constructivist learning theory is indispensable. This article is the design of online Chinese teaching which is basic on the Constructivist learning theory.

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Qadriani, Nanda Lailatul. "Blended Learning, The International Chinese Learning Trend In Post-Pandemic Era." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 16, no. 1 (May 28, 2022): 44. http://dx.doi.org/10.24036/ld.v16i1.116661.

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In the early days of the Covid-19 pandemic, Chinese online learning faced many challenges, including (1) poor internet connection and high internet costs; (2) low computational literacy of teachers; (3) limited interaction between teachers and students; (4) inappropriate teaching materials and methods; and (5) the lack of student discipline and the difficulty of providing assessments. However, these challenges have turned into opportunities for the rapid development of online Chinese learning over time. Academics in China predict that online Chinese learning will be maintained in the post-pandemic era, the blended learning will become a learning trend that is applied globally. This research is descriptive qualitative research with data collection techniques through literature study method and Forum Group Discussion (FGD). The result of this study is a description of the solution to the challenges of Chinese online learning globally during the pandemic, blended learning, and its implementation strategy in the post-pandemic era based on the “Chinese Proficiency Grading Standards for International Chinese Language Education” issued in 2021.

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Цзэн, Юньтин. "INTERACTIVE DISTANCE LEARNING IN CHINESE." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 2(59) (July 4, 2022): 196–204. http://dx.doi.org/10.26456/vtpsyped/2022.2.196.

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В ходе анализа теоретической литературы и практического опыта преподавателей китайского языка были выявлены особенности интерактивных методов обучения, их применения как в стандартном очном обучении, так и в современной системе дистанционного образования. Для изучения использовались материалы различных исследователей и педагогов за период с 2010 по 2021 годы. В результате работы выявлены преимущества интерактивной модели обучения китайскому языку за счет упрощения процесса обучения, повышения мотивации, более глубокого погружения студентов в китайскую культуру и бытовые ситуации. During the analysis of theoretical literature and practical experience of Chinese language teachers, the features of interactive teaching methods, their application, both in standard full-time education and in the modern system of distance education, were revealed. The materials of various researchers and educators for the period from 2010 to 2021 were used for the study. As a result of the work, the advantages of the interactive model of teaching Chinese were revealed by simplifying the learning process, increasing motivation, and deeper immersion of students in Chinese culture and everyday situations.

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Tang, Xiaofei. "Transparent Language for Learning Chinese." CALICO Journal 35, no. 3 (April 14, 2018): 324–32. http://dx.doi.org/10.1558/cj.34991.

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Mazur-Kajta, Katarzyna, and Agnieszka Paterska-Kubacka. "Costs of Learning Chinese Language." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Studia Neofilologiczne 14 (2018): 115–37. http://dx.doi.org/10.16926/sn.2018.14.08.

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13

Liu, Yan, G. Scott Owen, and Rajshekhar Sunderraman. "Computer games improve learning Chinese." Asian International Journal of Social Sciences 14, no. 2 (April 1, 2014): 24–34. http://dx.doi.org/10.29139/aijss.20140202.

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14

Wang, Lei, Wenbin Min, Siqi Zhang, Yaojiang Shi, and Scott Rozelle. "Math and Chinese-Language Learning." Asian Survey 58, no. 5 (September 2018): 797–821. http://dx.doi.org/10.1525/as.2018.58.5.797.

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This paper seeks to understand the learning outcomes that prevail across key subpopulations in China today. Data from a nationally representative survey show that rural youth are two years behind urban children in math and Chinese. Non-Han minorities, children in poorer counties, and children with less-educated parents are the most vulnerable.

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15

Guan, Connie Qun, Charles A. Perfetti, and Wanjin Meng. "Writing quality predicts Chinese learning." Reading and Writing 28, no. 6 (February 20, 2015): 763–95. http://dx.doi.org/10.1007/s11145-015-9549-0.

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Akoorie, Michèle E. M., Qiang Ding, and Yafei Li. "A passion for learning Chinese?" Chinese Management Studies 5, no. 4 (November 22, 2011): 460–79. http://dx.doi.org/10.1108/17506141111183497.

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17

Connolly, Tim. "Learning Chinese Philosophy with Commentaries." Teaching Philosophy 35, no. 1 (2012): 1–18. http://dx.doi.org/10.5840/teachphil20123511.

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18

Kim, Eun-Hee. "An Application of Chinese Learning Contents and Teaching Methodology in Mobile Basic Chinese Learning." Chinese Language Education and Research 16 (December 31, 2012): 153. http://dx.doi.org/10.24285/cler.2012.12.16.153.

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Pang, Ming Fai, and Ference Marton. "Chinese lesson study, Learning study and keys to learning." International Journal for Lesson and Learning Studies 6, no. 4 (October 9, 2017): 336–47. http://dx.doi.org/10.1108/ijlls-01-2017-0005.

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Purpose The purpose of this paper is threefold. First, the authors set out to advance the thesis that lesson study should be considered as the signature pedagogy of teachers. Second, the authors want to argue that combining the core attributes of Chinese lesson study and Learning study will improve the practice of lesson study. Third, the authors attempt to demonstrate how teachers discover necessary aspects of the object of learning (here called “keys to learning”) through their engagement in Learning studies. Design/methodology/approach The paper conducted a contrastive analysis of two varieties of lesson studies: the Chinese lesson study and the Learning study. Findings Lesson studies form a field of varieties, but the commonality among them (i.e. the focus on the lesson) makes the lesson study a strong candidate for being “the signature pedagogy” of teachers. The most important attribute of the Chinese lesson study is its close connection to the daily work of teachers through its embeddedness in teacher research group (arguably the core organisational principle of the Chinese educational system). The most important attribute of the Learning study is its theoretical grounding which helps teachers create an environment for the students to discern and appropriate necessary aspects of the object of learning. Practical implications Different varieties may be enriched by including the two core attributes found in the Chinese lesson study and the Learning study. Originality/value Two empirical studies are used to exemplify how teacher might discover previously unknown necessary aspects of the object of learning (here called “keys to leaning”).

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20

Deng, Yuhan. "A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning." Journal of Teaching and Learning 13, no. 1 (September 17, 2019): 25–44. http://dx.doi.org/10.22329/jtl.v13i1.5991.

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Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.

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Zang, Fengxiang, Mei Tian, Jingwei Fan, and Ying Sun. "Influences of Online Learning Environment on International Students’ Intrinsic Motivation and Engagement in the Chinese Learning." Journal of International Students 12, S1 (February 6, 2022): 61–82. http://dx.doi.org/10.32674/jis.v12is1.4608.

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With the impact of the COVID-19 pandemic, Chinese teaching for international students in Chinese universities has largely moved online. Despite the comprehensive literature regarding the influences of environmental factors on domestic students’ learning in traditional learning environment, few studies have addressed the influences of online learning environment (OLE) on international students’ Chinese learning experiences. We focus on international students in intensive Chinese courses at a Chinese university, and explores the influences of OLE on these students’ intrinsic motivation (IM) towards and engagement in Chinese learning during the COVID-19 pandemic. Data were collected from an online questionnaire survey and follow-up interviews. The results revealed that the participants had positive perceptions of the online Chinese learning environment, and that the participants had high levels of IM towards and engagement in their Chinese learning. The results showed the positive impact of the participants’ perceived OLE on their IM and engagement in Chinese learning.

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22

Liu, Meilan, Yongyan Zheng, Xiuli Ma, and Yuxin Wei. "Sustaining Multilingualism in Chinese Universities: Uzbekistani Students’ Demotivation While Learning Chinese." Sustainability 12, no. 18 (September 14, 2020): 7570. http://dx.doi.org/10.3390/su12187570.

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This paper reports on a mixed method study exploring demotivation among Uzbekistani students while they are learning Chinese in a Chinese university. In the study, we conducted a survey among 67 Uzbekistani students, and interviewed 30 of them about their experiences of learning Chinese. The analysis of the data revealed that a lack of self-confidence, insufficient learning opportunities, a lack of learning support, and teacher qualities were the most salient factors affecting Uzbekistani students’ demotivation while learning Chinese. In light of the findings, we put forward suggestions for language educators and educational administrators in order to enable them to enhance language learners’ interest in and enthusiasm for learning Chinese, so that they will sustain their learning efforts and Chinese universities can achieve sustainable multilingualism.

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Song Pyung-Nynul. "Application of Collaborative Learning in Teaching-Learning Classical Chinese." DONG-BANG KOREAN CHINESE LIEARATURE ll, no. 32 (June 2007): 401–23. http://dx.doi.org/10.17293/dbkcls.2007..32.401.

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24

., Ivana. "The Effectiveness of Online Learning in Learning Chinese Language." International Journal of Research and Review 8, no. 8 (August 9, 2021): 116–20. http://dx.doi.org/10.52403/ijrr.20210817.

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Mid-March 2020, Indonesia began to be hit by the COVID-19 pandemic, which forced the government to set up online learning. The purpose of this study was to find out how effectiveness online learning was applied by Mandarin language educators at the junior high school level at Methodist Charles Wesley. Analysis of the data used is data analysis Miles and Huberman. The results of this study are: (1)Educators and students have adequate facilities in online learning. (2)Online learning has flexibility in its implementation. However, online learning has its own challenges, namely: weak internet signal, high internet costs and lack of teacher supervision of students. Keywords: Online Learning, Effectiveness, COVID-19.

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25

Oh, Kil-yong. "Learning Experience of Chinese textbook through Problem-based Learning." JOURNAL OF CHINESE HUMANITIES 69 (August 31, 2018): 119–44. http://dx.doi.org/10.35955/jch.2018.08.69.119.

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26

Sung,, Ko-Yin. "A study on Chinese-character learning strategies and character learning performance among American learners of Chinese." Chinese as a Second Language Research 1, no. 2 (November 13, 2012): 193–210. http://dx.doi.org/10.1515/caslar-2012-0012.

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AbstractThis study investigated Chinese-character learning strategies employed by 74 first-year American college learners of Chinese. This study attempted to answer the following research questions: (1) what Chinese-character learning strategies are most frequently used by first-year Chinese language learners?; (2) what are the factors underlying the most frequently used strategies?; and (3) are there any linear trends between the most frequently used strategies and character learning performance?. The results found seven most frequently used strategies. Furthermore, four of these strategies were stroke-orthographic-knowledge-based while the remaining three were phonological-semantics-knowledge-based. The stroke-orthographic-knowledge-based strategies accounted for 6.8% of the learners' character learning performance.

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Opoku-Darko, James. "Ghanaian Students’ Perceptions of Chinese Language Learning." American Journal of Education and Practice 7, no. 1 (January 20, 2023): 26–34. http://dx.doi.org/10.47672/ajep.1329.

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Purpose: Chinese language proficiency presents myriads of opportunities. However, students’ perceptions influence their decisions to learn the language and since perceptions vary in different contexts, this study examined how Ghanaian students perceive Chinese language learning. Methodology: The qualitative approach, with the descriptive research design was used for the study. The target population was the University of Cape Coast students who were neither reading BA Chinese language programme nor taking free Chinese language and culture classes. Using the convenience sampling technique, twenty-two students who volunteered to partake in the study were selected. Data for the study were collected using an open-ended questionnaire. The data collected were analysed using the thematic content analysis based on the techniques of opening and axial coding. Findings: The results revealed that Ghanaian students generally had positive perceptions of Chinese language learning, and those with unfavourable perceptions are likely enroll onto a form of Chinese learning course if they become aware of the benefits associated with proficiency in Chinese language. Recommendations: The study recommend that outreach programmes should be instituted by Chinese language centres in Ghana to sensitise the public on the benefits of Chinese language learning. The study also recommend more research to be done on Chinese language.

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Kuo, Jenny Yichun. "Cognition-based multimedia classifier learning." Chinese as a Second Language Research 4, no. 1 (May 1, 2015): 23–45. http://dx.doi.org/10.1515/caslar-2015-0002.

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AbstractIn a classifier language like Chinese, all the noun phrases with numerals or demonstratives must go with classifiers, for example, liǎng zhī bǐ 兩枝筆 ‘two CL pen.’ Classifiers vary depending on the nouns. This poses a big challenge for learners of Chinese as second language. Cognition-based multimedia and paper materials for Chinese material classifiers were developed and proved to be effective for learners of Chinese as a second language. The experimental group (N = 15) used the multimedia program and the control group (N= 20) received the same information on paper. Both groups made significant progress after a 10-week treatment. The results suggest cognitive principles are helpful for classifier learning in either multimedia or paper format.

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Bano, Sara, and Qing Xia. "Chinese Undergraduate Students’ Perceptions of Learning:." Journal of Comparative & International Higher Education 11, Winter (March 14, 2020): 85–88. http://dx.doi.org/10.32674/jcihe.v11iwinter.1511.

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In the past few years, the number of Chinese undergraduate students in short term study abroad programs have substantially increased, especially in the field of public health. However, little is known about the experiences of Chinese undergraduate students' in short-term study abroad programs in the field of healthcare. In this qualitative study, by using Transformative Learning Theory lens we tried to understand the meaning making process of Chinese undergraduate students who participated in a short-term study abroad program in the field of Public Health at an American university. The students considered their participation in short-term study abroad program as an opportunity to develop their careers and global professional identity by learning English and cultural aspects of health profession in the USA.

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Cheng, Chung-Ying. "Education and Learning in Chinese Philosophy." Journal of Chinese Philosophy 33, no. 4 (February 19, 2006): i. http://dx.doi.org/10.1163/15406253-03304001.

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Francis, Norbert, and Thi-Nham Le. "Chinese literacy learning by immigrant learners." Chinese as a Second Language Research 11, no. 2 (September 15, 2022): 209–31. http://dx.doi.org/10.1515/caslar-2022-2002.

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Abstract For both second and foreign language students, mastery of the Chinese writing system typically presents itself as a special learning challenge. This report begins with a summary of relevant aspects of an exploratory study of East Asian immigrant language learners. It serves to set the stage for a discussion of theoretical problems that hopefully will lead to new directions in research focused on second language (L2) learners of Chinese in general. In particular, the discussion will highlight the circumstances of that population of learners who come to the task of L2 Chinese literacy as already literate in their first language. In this regard, what is the role of language awareness in learning to read and write, in particular regarding the link between characters and their pronunciation? The participants in the study were young adult immigrants from Vietnam who today look back on their experience of language learning in the host country over the course of the last 20 years.

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HIGURASHI, Tomoko. "Service Learning in Chinese Higher Education." Comparative Education 2019, no. 59 (2019): 160–78. http://dx.doi.org/10.5998/jces.2019.59_160.

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Sadler, Misumi. "Chinese learning journeys: chasing the dream." Language and Intercultural Communication 12, no. 3 (August 2012): 274–76. http://dx.doi.org/10.1080/14708477.2012.688834.

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Luk, R. W. P., and A. B. Y. Ng. "Computer-assisted learning of Chinese idioms." Journal of Computer Assisted Learning 14, no. 1 (March 1998): 2–18. http://dx.doi.org/10.1046/j.1365-2729.1998.1410002.x.

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Lam, H. C., W. W. Ki, N. Law, A. L. S. Chung, P. Y. Ko, A. H. S. Ho, and S. W. Pun. "Designing CALL for learning Chinese characters." Journal of Computer Assisted Learning 17, no. 1 (March 2001): 115–28. http://dx.doi.org/10.1046/j.1365-2729.2001.00164.x.

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Prosvirkina, I. I., and O. V. Stulei. "CHINESE LANGUAGE LEARNING USING MIND MAPPING." Vestnik Orenburgskogo gosudarstvennogo universiteta 216, no. 4 (2018): 56–64. http://dx.doi.org/10.25198/1814-6457-216-56.

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Lam, H. C., W. W. Ki, N. Law, A. L. S. Chung, P. Y. Ko, A. H. S. Ho, and S. W. Pun. "Designing CALL for learning Chinese characters." Journal of Computer Assisted Learning 17, no. 1 (March 2001): 115–28. http://dx.doi.org/10.1111/j.1365-2729.2001.00164.x.

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Elkin, Graham, Malcolm H. Cone, and Jianqiao (Jim) Liao. "Chinese pragmatism and the learning organisation." Learning Organization 16, no. 1 (January 9, 2009): 69–83. http://dx.doi.org/10.1108/09696470910927687.

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White, John. "Chinese takeaway: An open learning project." Law Teacher 24, no. 4 (January 1990): 87–93. http://dx.doi.org/10.1080/03069400.1990.9992788.

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Tardif, Twila, and Ching Wan. "Learning to Say "No" in Chinese." Early Education & Development 12, no. 3 (July 2001): 303–23. http://dx.doi.org/10.1207/s15566935eed1203_2.

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Li, Yingna, Tong Ruan, and Fanghuai Hu. "Ontology Learning from Online Chinese Encyclopedias." AASRI Procedia 1 (2012): 287–92. http://dx.doi.org/10.1016/j.aasri.2012.06.044.

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He, Jian, and Hui Huang. "Learning Chinese Characters with Animated Etymology." International Journal of Computer-Assisted Language Learning and Teaching 4, no. 2 (April 2014): 64–82. http://dx.doi.org/10.4018/ijcallt.2014040105.

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The study was an attempt to investigate the effect of animated etymology on English speakers' learning of Chinese characters. Twenty-one Chinese language beginners at an Australian university were randomly assigned into three groups using three different types of instructional materials to learn Chinese characters: a) paper-based plain text material with only English meanings; b) paper-based material with English meanings, pictures and static etymological information; and c) CALL material with English meanings, pictures and animated etymological information. The effects of three materials were tested under two task conditions: a) picture-enhanced tasks and b) non-picture-enhanced tasks. Through both within-group and cross-group comparisons, the statistical results indicate that the group using computer-based materials involving animated etymology significantly outperformed those using the paper-based materials with and without illustrated etymological information in both tasks and the advantages of paper-based illustrated etymological information over the paper-based group without such information are limited to the tasks involving pictures.

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Woodrow, Derek, and Sylvia Sham. "Chinese Pupils and Their Learning Preferences." Race Ethnicity and Education 4, no. 4 (December 2001): 377–94. http://dx.doi.org/10.1080/13613320120096661.

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Keenan, Barry. "Revitalizing Liberal Learning: The Chinese Way." Change: The Magazine of Higher Learning 30, no. 6 (November 1998): 38–42. http://dx.doi.org/10.1080/00091389809602653.

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Zhang, Shuguang. "The renaissance of traditional Chinese learning." Frontiers of Philosophy in China 5, no. 2 (May 21, 2010): 237–54. http://dx.doi.org/10.1007/s11466-010-0013-6.

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Li, Jin, and Xiaodong Yue. "Self in learning among Chinese children." New Directions for Child and Adolescent Development 2004, no. 104 (2004): 27–43. http://dx.doi.org/10.1002/cd.102.

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Wang, Qiang, and Hongfeng Wang. "Deep Learning Model-Based Machine Learning for Chinese and Japanese Translation." Wireless Communications and Mobile Computing 2022 (March 9, 2022): 1–8. http://dx.doi.org/10.1155/2022/8762125.

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This paper takes deep learning as the background of researcher design, combines the relevant cutting-edge research results in recent years, addresses the linguistic characteristics of Japanese and the problems faced by completing Japanese machine translation system, and determines the neural network structure of encoding-decoding for Japanese translation based on the characteristics of high similarity between Japanese and Chinese and after referring to the neural network architecture of English translation, and the basic structure and the corresponding improvement of the hidden layer unit calculation are carried out. The training model is optimized and an integrated Japanese machine translation system is implemented. Finally, the translation models of Japanese and Chinese intertranslation and Japanese and Chinese intertranslation are tested, and the optimal model fusion achieves a BLEU value of 39.52.

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Chen, Hsiu-Ling, Gracia Vicki Widarso, and Hendri Sutrisno. "A ChatBot for Learning Chinese: Learning Achievement and Technology Acceptance." Journal of Educational Computing Research 58, no. 6 (June 10, 2020): 1161–89. http://dx.doi.org/10.1177/0735633120929622.

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ChatBot has potential as a language learning tool, especially for learning Chinese vocabulary. This study aimed to investigate the impact of using a newly developed ChatBot to learn Chinese vocabulary by comparing how it works in different learning environments and to explore the ChatBot with reference to the Technology Acceptance Model (TAM). This study was conducted with 58 students divided into two independent groups. The control group used ChatBot in a one-on-many classroom. The experimental group applied the ChatBot in one-on-one tutor sessions. A pretest and a posttest were used to measure the effect of the ChatBot, while TAM was explored through questionnaire and interview. Data analysis includes a paired-sample t test, analysis of covariance, and levels of effect. The results indicated that the ChatBot significantly improved the students’ learning achievement and that having a one-on-one environment may lead to better outcome than what could be achieved in a classroom. The TAM model was tested using partial least square. The result showed that perceived usefulness was the predictor of behavioral intention, whereas perceived ease of use was not. The students agreed that the ChatBot benefited their learning of Chinese vocabulary, with several adjustments need to be made for further progress.

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HAN, HEECHANG. "About Chinese Class Design in connection with service learning." Korea Journal of Chinese Linguistics 99 (April 30, 2022): 337–66. http://dx.doi.org/10.38068/kjcl.99.13.

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Yu, Yuetong. "Using Gamification to Support Learning Chinese as A Foreign Language: A Systematic Review." International Journal of Languages, Literature and Linguistics 8, no. 4 (December 2022): 330–36. http://dx.doi.org/10.18178/ijlll.2022.8.4.371.

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Gamification has been proposed as a pleasant and entertaining way to encourage students to acquire Chinese as a foreign language (CFL) and to bridge the gap between their learning and teaching practice. This systematic review provides a summary of the current state of the art in CFL gamification. Furthermore, when learners cope with CFL through gamification, this review study maps their learning process and results. 11 publications from 2016 to 2021 were analyzed for this systematic review. Even though these studies found that gamification had a favorable impact on learners' learning experiences and achievements, none of the studies identified gamification elements linked with the learning experiences and outcomes. Gamified CFL offers good learning experiences by being engaging, fun, motivating, engaging, and interesting. Gamified CFL learning results included content language acquisition, beliefs, motivation, satisfaction, and confidence. The findings of this study offer suggestions on how to develop gamification for learners' CFL learning, as well as the learning experiences and outcomes that follow.

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