Khan Rabnawaz, Zhuang Weiqing
School of Finance and Economics, Fujian University of Technology, Fuzhou, China.
School of Internet Economics and Business, Fujian University of Technology, Fuzhou, China.
Front Psychol. 2024 Mar 5;14:1203136. doi: 10.3389/fpsyg.2023.1203136. eCollection 2023.
Interactionist and social-cultural perspectives on second language acquisition suggest that interactions between teachers and students offer promising avenues for acquiring Chinese as a second language, which the vast majority of international students consider difficult. Computer-mediated communication is far safer than face-to-face encounters during the present pandemic. Three aims are being investigated here. It is important to first analyze the differences between traditional classroom and online learning by different modes, then analyze the various ways teachers use computer-mediated communication, and finally analyze the challenges and opportunities presented by online Chinese as a second language courses using qualitative research methods. Three teachers and 84 students are analyzed statistically in terms of their multimodal interactions, and the quality of their weekly classroom exchanges is assessed through an interpretive analysis of questionnaire data, all in the name of a mixed-methods approach. Particular attention was paid to the challenges of online tutoring for students, the discrepancy between instructor and student understandings, and the use of several teaching strategies with international students. The online classroom environment places unique demands on the quality of student-teacher communication. Different strategies must be used when teaching non-native speakers of Chinese as a second language compared to teaching in a traditional classroom setting.
二语习得的互动主义和社会文化视角表明，师生之间的互动为将汉语作为第二语言习得提供了有前景的途径，而绝大多数国际学生认为汉语学习困难。在当前疫情期间，计算机介导的交流远比面对面接触安全。本文正在研究三个目标。首先，通过不同模式分析传统课堂与在线学习之间的差异很重要，其次，分析教师使用计算机介导交流的各种方式，最后，使用定性研究方法分析在线汉语作为第二语言课程所带来的挑战和机遇。对三名教师和84名学生的多模态互动进行统计分析，并通过对问卷数据的解释性分析评估他们每周课堂交流的质量，所有这些都是以混合方法的名义进行的。特别关注了在线辅导对学生的挑战、教师与学生理解之间的差异以及对国际学生使用的几种教学策略。在线课堂环境对师生交流质量提出了独特要求。与在传统课堂环境中教学相比，在将汉语作为第二语言教授非母语者时必须使用不同的策略。
