Effective character teaching methods for L1 English Chinese-as-a-foreign-language learners

Shenglan Zhang
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Abstract

Chinese character instruction has been one of the most challenging aspects in teaching Chinese as a Foreign Language (CFL). CFL teachers need access to a pool of effective character teaching methods to practice evidence-based and research-informed teaching. This synthesis study comprises an exhaustive search of literature published from 1952 to the present on character instruction for L1 English CFL learners and a systematic review of 22 articles identified through that search. The articles were cross analyzed in terms of research methods, learners’ proficiency levels, learning settings, methodological approaches, and theoretical bases. The analysis found an increasing number of studies on character teaching methods in the past ten years and that technology plays an important role in the design of these methods. Six categories of character instructional methods were identified out of the 39 methods examined in the literature. Within five of the categories, effective methods were identified, described, and discussed. Analysis of the data points out the strengths and weaknesses of the current research on character teaching and highlights the need for more research on character learning with younger learners and on using different approaches at the curriculum level. This article concludes by identifying the next steps to take and calling for more action research to examine the application cycle of these effective methods in classroom teaching.
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针对母语为英语的汉语学习者的有效汉字教学法
汉字教学一直是对外汉语教学中最具挑战性的环节之一。对外汉语教师需要掌握大量有效的汉字教学方法,以实践基于实证和研究的教学。这项综合研究包括对 1952 年至今发表的有关针对母语为英语的对外汉语学习者进行品德教学的文献进行详尽的检索,以及对通过检索确定的 22 篇文章进行系统的综述。从研究方法、学习者的能力水平、学习环境、方法论和理论基础等方面对这些文章进行了交叉分析。分析发现,在过去十年中,关于品德教学方法的研究越来越多,技术在这些方法的设计中发挥了重要作用。在文献研究的 39 种方法中,确定了六类品德教学方法。在其中五个类别中,确定、描述和讨论了有效的方法。对数据的分析指出了当前品德教学研究的优缺点,并强调需要对低年级学生的品德学习以及在课程层面使用不同方法进行更多研究。本文最后指出了下一步的工作,并呼吁开展更多的行动研究,以检查这些有效方法在课堂教学中的应用周期。
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Is animation always better for learning Chinese characters? On the validity of descriptors in ACTFL Language Proficiency Guidelines Effective character teaching methods for L1 English Chinese-as-a-foreign-language learners
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