{"title":"Effective character teaching methods for L1 English Chinese-as-a-foreign-language learners","authors":"Shenglan Zhang","doi":"10.1075/csl.00033.zha","DOIUrl":null,"url":null,"abstract":"\n Chinese character instruction has been one of the most challenging aspects in teaching Chinese as a Foreign\n Language (CFL). CFL teachers need access to a pool of effective character teaching methods to practice evidence-based and\n research-informed teaching. This synthesis study comprises an exhaustive search of literature published from 1952 to the present\n on character instruction for L1 English CFL learners and a systematic review of 22 articles identified through that search. The\n articles were cross analyzed in terms of research methods, learners’ proficiency levels, learning settings, methodological\n approaches, and theoretical bases. The analysis found an increasing number of studies on character teaching methods in the past\n ten years and that technology plays an important role in the design of these methods. Six categories of character instructional\n methods were identified out of the 39 methods examined in the literature. Within five of the categories, effective methods were\n identified, described, and discussed. Analysis of the data points out the strengths and weaknesses of the current research on\n character teaching and highlights the need for more research on character learning with younger learners and on using different\n approaches at the curriculum level. This article concludes by identifying the next steps to take and calling for more action\n research to examine the application cycle of these effective methods in classroom teaching.","PeriodicalId":517052,"journal":{"name":"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","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"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","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/csl.00033.zha","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
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.