A Multimodal Approach to Teaching Chinese as a Foreign Language (CFL) in the Digital World

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2023-04-21 DOI:10.4018/ijcallt.322026

Jinghe Han, Qiaoyun Liu, Ruiyan Sun

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引用次数: 0

Abstract

This research investigates a cohort of bilingual Chinese teachers' use of a multimodal approach in their Chinese as a foreign language (CFL) teaching. The data include the participants' CFL teaching practices and their reflections on multimodal teaching as recorded in their theses and a focus group discussion. The theoretical underpinning of this paper is based on Paivio's dual coding theory (DCT) and Kress's social-semiotic theory (SST). This research found that the teachers' multimodal use in CFL teaching demonstrated their research-informed committed endeavour in designing content specific activities to achieve pedagogical purposes, utilizing some digital technologies as a resource. The uniqueness of the written form of the Chinese language availed these teachers the opportunity to engage the multiple modes and advance their own understanding of multimodality as a concept. This research also found the teachers' meaning making through the multimodality did not always equate to that of their students' due to their social and cultural differences.

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数字世界下对外汉语教学的多模态方法

本研究调查了一组双语汉语教师在对外汉语教学中使用多模态教学法的情况。数据包括参与者的外语教学实践和他们对多模式教学的思考，记录在他们的论文和焦点小组讨论中。本文的理论基础是Paivio的双重编码理论(DCT)和Kress的社会符号学理论(SST)。本研究发现，教师在CFL教学中的多模态使用表明，他们利用一些数字技术作为资源，在设计特定内容的活动以达到教学目的方面做出了研究知情的承诺。汉语书面形式的独特性为这些教师提供了参与多种模式的机会，并促进了他们对多模态概念的理解。本研究还发现，由于社会和文化的差异，教师通过多模态的意义制造并不总是等同于学生的意义制造。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

期刊介绍： The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.