Teaching Chinese grammar through International Chinese Language Education micro-lectures: negotiating mass and presence through multimodal pedagogic discourse

Abstract

Micro-lectures have become a prevailing resource for teaching Chinese grammar in International Chinese Language Education (ICLE). One crucial feature of these lectures is that they are inherently multimodal and the design of multimodal pedagogic discourse in these lectures is vital for the teaching of Chinese grammar. Based on this background, this paper investigates teaching Chinese grammar through multimodal pedagogic discourse in ICLE micro-lectures, focusing on the organization of complexity and abstraction of meaning for knowledge-building. Drawing on Systemic Functional Linguistics’ genre theory and ideational mass and presence, this paper views the organization as a dynamic negotiation of mass and presence across generic stages. Analyzing a representative ICLE micro-lecture on grammar, it scrutinizes the distribution of mass and presence across stages, along with multimodal pedagogic discourse features. The findings show that Presenting Scenarios, Example Extraction, and Grammar Explanation are pivotal stages for grammar instruction, each characterized by distinct mass and presence. Presenting Scenarios, featuring relatively weak mass and strong presence, employs non-technical and concrete multimodal texts to depict everyday scenarios, while Example Extraction with similar mass but weaker presence recontextualizes these scenarios into linguistic phenomena through non-technical linguistic text. Grammar Explanation characterized by relatively strong mass and weak presence distills grammatical knowledge from example sentences through technical and abstract linguistic text. Overall, the weakening of presence across the stages allows for recontextualizing scenario-based sentences as linguistic phenomena and generalizing these sentences into abstract grammatical concepts, while the strengthening of mass enables distilling meaning from example sentences and builds the complexity of grammatical concepts. The findings hold potential implications for the design of ICLE micro-lectures on Chinese grammar, which aims to facilitate the teaching of Chinese grammar through multimodal pedagogical discourse.