Exploration of a Backward Unit Design Program Through Narrative-Based Neuroscience for TCFL

Abstract

This study, grounded in narrative-based neuroscience, explores the pioneering unit design and pedagogical approaches to TCFL. Its primary objectives encompass facilitating cross-cultural identity, affective engagement, and enriching language acquisition for second language learners. Conventional instructional techniques often overlook the imperative cultivation of emotional resonance and the meticulous orchestration of linguistic and cognitive frameworks, engendering a dearth of profound cognitive processing and cultural assimilation. Within this study, we adopt a narrative-based neuroscience-informed backward design template, synergizing the tenets of Understanding by Design to seamlessly intertwine pedagogical objectives and evaluative measures through the lens of learners’ attainable capabilities. Neuroscientific inquiry into brain functioning during learning has divulged intricate processing mechanisms. The fusion of neuroscience and narrative science imbues Chinese language acquisition with an experiential facet, transcending the mere accrual of information, thus stimulating learners’ enthusiasm and ardor. In summation, this study pioneers innovative Chinese teaching design method that foster cross-cultural identity and emotional immersion. It propels the integration of narrative-based neuroscience into language education, augments language proficiency and cross-cultural cognizance, and furnishes invaluable insights for the enhancement and innovation of pedagogy.