对外汉语教学与研究 Pub Date : 2023-11-01 DOI: 10.55593/ej.27107int

Ilka Kostka, R. Toncelli

{"title":"Exploring Applications of ChatGPT to English Language Teaching: Opportunities, Challenges, and Recommendations","authors":"Ilka Kostka, R. Toncelli","doi":"10.55593/ej.27107int","DOIUrl":"https://doi.org/10.55593/ej.27107int","url":null,"abstract":"By utilizing a massive corpus of textual data, large language models can generate unique human-like outputs to questions and interact with users in a natural conversational way. ChatGPT is one such platform, and since it emerged into the public consciousness in November 2022, it has generated both excitement and concern among educators. A growing body of scholarship has considered the pedagogical use of ChatGPT and its ability to enhance teachers’ roles (e.g., Kohnke et al., 2023; Rudolph et al., 2023). Scholars have also raised concerns about ChatGPT’s impact on academic integrity and scholarly publishing (Teng, 2023). Nonetheless, AI has existed for some time (Holmes & Tuomi, 2022) and, rather than a beginning of the end of education, it may guide educators into an era of pedagogical innovation (Heaven, 2023). In this paper, we explore the role of ChatGPT in English Language Teaching (ELT). We first provide background information about ChatGPT and its functions. We then draw from literature to describe current thinking on its benefits and challenges then describe how we have experimented with ChatGPT at our own university. We conclude by discussing implications for using ChatGPT in ELT and offering recommendations for future directions in teaching and research.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85063564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Special Issue Editorial 特刊社论

对外汉语教学与研究 Pub Date : 2023-08-17 DOI: 10.1558/rtcfl.26367

Yang (Frank) Gong, Huichao (Claire) Zhang

引用次数: 0

Chinese Heritage Language Maintenance in the Context of Superdiversity 超级多样性背景下的中国遗产语言维护

对外汉语教学与研究 Pub Date : 2023-08-17 DOI: 10.1558/rtcfl.26170

Lin Chen, Danping Wang

{"title":"Chinese Heritage Language Maintenance in the Context of Superdiversity","authors":"Lin Chen, Danping Wang","doi":"10.1558/rtcfl.26170","DOIUrl":"https://doi.org/10.1558/rtcfl.26170","url":null,"abstract":"Situated in the context of migration trends toward superdiversity in Anglophone countries, this study conceptualizes Chinese heritage language (CHL) learners as complex social beings with increasingly diverse language repertories, migration histories, and socioeconomic statuses. Failing to understand such diversity in language maintenance and language shift may lead to oversimplifying the process of Chinese language maintenance and consequently perpetuating educational inequities in overseas Chinese education. The study analysed questionnaire data from 56 CHL learners who identified as dialect speakers in a New Zealand university. Findings show that CHL learners are indeed a linguistically and socioculturally diverse group. There is a clear shift towards English among participants as they approached adulthood, with some also speaking non-Chinese languages like Khmer. While Chinese dialects remain prevalent within their homes, younger generations exhibit a decrease in the number of Chinese dialects spoken. Surprisingly, Mandarin, despite being the primary language resource for Chinese education, is underutilized and tends to remain at a low proficiency level. This study concludes by offering implications to policymakers and Chinese curriculum developers to provide genuine support for maintaining and learning the Chinese language within the increasingly diverse Chinese diaspora.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89533081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Internal 'Wh'-Thought and External 'Wh'-Expressions 内在的“为什么”——思想和外在的“为什么”——表达

对外汉语教学与研究 Pub Date : 2023-08-17 DOI: 10.1558/rtcfl.25968

Chunyan Ning

引用次数: 0

What Really Matters in Early Bilingual and Biliteracy Acquisition? 早期双语和双语习得中真正重要的是什么?

对外汉语教学与研究 Pub Date : 2023-08-17 DOI: 10.1558/rtcfl.24922

S. Ke, Yuyan Xia, Jing Zhang

{"title":"What Really Matters in Early Bilingual and Biliteracy Acquisition?","authors":"S. Ke, Yuyan Xia, Jing Zhang","doi":"10.1558/rtcfl.24922","DOIUrl":"https://doi.org/10.1558/rtcfl.24922","url":null,"abstract":"Home language and literacy input (HLLI) is critical for linguistic and literacy development in bilingual children. This exploratory study investigated home oral, and print input for Chinese heritage language learners between four and six years old in the United States and aimed to identify salient types of input associated with speaking and reading abilities in the heritage language (Chinese) and the societal language (English). Fifty-three parents completed a HLLI questionnaire and rated the speaking and reading competencies in Chinese and English of their children. The relationships between HLLI and bilingual abilities were examined via principal component analysis and regression. There were two major findings: first, Chinese speaking ability mainly depended on oral language exchange between parents and their children, as well as print exposure to Chinese; Chinese reading ability was associated with oral language exchange between parents and their children, as well as pinyin/bopomofo practice at home. Second, both speaking and reading abilities in English were significantly and positively related to children’s interest in reading English only. Evidence-based recommendations are provided regarding home language and literacy practices for young Chinese heritage language learners in the United States.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80313041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early Bidialectal Maintenance among Chinese Heritage Learners in Canada 加拿大华人文化遗产学习者的早期双方言维持

对外汉语教学与研究 Pub Date : 2023-08-17 DOI: 10.1558/rtcfl.25190

Guofang Li, Senyao Shen

引用次数: 1

Language and the Miracle Creed 《语言与奇迹信条

对外汉语教学与研究 Pub Date : 2023-08-17 DOI: 10.1558/rtcfl.25349

Noam Chomsky

引用次数: 3

Uniform Acquisitional Path for Linguistic Recursion 语言递归的统一获取路径

对外汉语教学与研究 Pub Date : 2023-08-17 DOI: 10.1558/rtcfl.26394

Tiaoyuan Mao, Xiangyu Chang

引用次数: 0

Shifting from Native-Speakerism to Trans-Speakerism: A Trioethnography of Language Teachers in Japan 从母语主义到跨语言主义:日本语言教师的三重民族志

对外汉语教学与研究 Pub Date : 2023-05-01 DOI: 10.55593/ej.27105a9

Takaaki Hiratsuka, Matthew Nall, Joachim Castellano

{"title":"Shifting from Native-Speakerism to Trans-Speakerism: A Trioethnography of Language Teachers in Japan","authors":"Takaaki Hiratsuka, Matthew Nall, Joachim Castellano","doi":"10.55593/ej.27105a9","DOIUrl":"https://doi.org/10.55593/ej.27105a9","url":null,"abstract":"Native-speakerism is an ideology that endows those classified as native English-speaking teachers (NESTs) the owners of the English language, the ideal models of its use, and the pedagogical experts in language teaching. These endowments, in turn, intrinsically devalue those classified as non-native English-speaking teachers (NNESTs) (Holliday, 2006, 2017). In this study, a trioethnographic approach was adopted to investigate native-speakerism as it related to the lived experiences of two NESTs (Matt and Joachim) and one NNEST (Takaaki) in an EFL context of Japan. Counterintuitively, this exploration found that, in our Japanese context, native-speakerism had adverse effects on the academic lives and professional trajectories not for the NNEST, but rather for the two NESTs, linguistically, culturally, and institutionally speaking. Based on the findings, we explain and compare what we term classical, inversed, and nuanced native-speakerism, and introduce a new empowering concept—trans-speakerism—an ideological stance committed to advancing diversity, equity, and inclusion for all language teachers, irrespective of their first languages or cultures. The article ends with a call for research that encompasses a variety of contexts and approaches on trans-speakerism in language education.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"165 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77559025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Core Academic Vocabulary in Four Genres of Novice Student Writing 四种写作体裁中的核心学术词汇

对外汉语教学与研究 Pub Date : 2023-05-01 DOI: 10.55593/ej.27105a8

Dana Therova

引用次数: 0

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