International Chinese Language Teaching

ALIGNING WITH INTERNATIONAL STANDARDS: THE IMPACT OF THAILAND’S CHINESE CURRICULUM REFORM ON CHINESE LANGUAGE EDUCATION

2025-08-22T15:52:36+07:00

This study investigates Thailand’s recent efforts to institutionalize Chinese language education through the 2024 Guide to Opening Special Chinese Classrooms, issued by the Office of the Basic Education Commission. Using qualitative document analysis and policy evaluation, the study examines how the Guide establishes national curriculum standards, aligns learning benchmarks with international frameworks such as HSK, HSKK, and CTCSOL, and introduces governance mechanisms intended to enhance program quality. The findings show that while the Guide represents a significant advancement toward structured and standards-based bilingual education, its long-term effectiveness will depend on addressing several systemic challenges, including gaps in teacher qualifications, disparities in regional resources, and variations in school-level implementation capacity. This research provides timely insights for policymakers, educators, and curriculum designers engaged in Chinese language education reform in Thailand and across the broader ASEAN region.

IMPACT OF THE MANUAL FOR SPECIAL CHINESE CLASSROOM ON CHINESE LANGUAGE EDUCATION IN THAILAND

2025-07-08T13:29:54+07:00

Curriculum standards are official guiding documents formulated by education authorities to guide curriculum design, teaching implementation, and evaluation, reflecting a country's educational philosophy and language policy direction. The MANUAL FOR SPECIAL CHINESE CLASSROOM, released by Office of the Basic Education Commission of the Thai Ministry of Education in 2024, which is the latest official guiding document for Chinese language education in Thailand and represents the curriculum standards for Chinese education determined under the guidance and regulation of Thai national policies. This article introduces the main contents of the Manual, analyzes its core indicators related to Chinese Program (CP), such as class hours and credits, teaching goal, teacher qualifications, and operational mechanisms, and discusses the positive impacts and challenges of the Manual on the Chinese language education development in Thailand in conjunction with language education policies and practices.

RESEARCH ON THE CROSS-CULTURAL TEACHING AND DISSEMINATION OF "YIMENG MOUNTAIN TUNE" IN GUINEA

2025-09-09T15:58:08+07:00

From the perspective of international Chinese education, this article employs the literature review method and SWOT analysis to argue that the basic reasons for the successful cross-cultural teaching and dissemination of "Yimeng Mountain Tune" in Guinea are its concise discourse form, rich cultural connotation, and personnel and technical support that basically meet teaching and dissemination needs.In response to the current situation of teaching and dissemination of "Yimeng Mountain Tune" in Guinea, the article proposes the following strategies: emphasizing the improvement of students' pronunciation, enhancing their emotional participation and cultural identity, adopting differentiated and layered teaching, and cooperating with Chinese-funded enterprises in Guinea.The article demonstrates that integrating local folk songs into international Chinese teaching can effectively stimulate learners' interest in learning, enhance their language production ability, and promote the bidirectional dissemination of the cultural values contained in the songs.

A VISUAL ANALYSIS OF RESEARCH HOTSPOTS AND TRENDS IN DIGITAL CHINESE LANGUAGE EDUCATION BASED ON CITESPACE (2001–2024)

2025-11-10T10:50:19+07:00

In an era characterized by the deep integration of globalization, digital Chinese language education has emerged as a core engine for the high-quality development of international Chinese language education. Drawing on 161 core journal articles inde xed
in the China National Knowledge Infrastructure (CNKI) from 2001 to 2024, this study employs CiteSpace software for visual bibliometric analysis. Key findings include: (1)Research in this field has exhibited stepwise growth, with a sharp surge after 20 20, primarily propelled by national policy initiatives and technological advancements; (2) An initial core author network —centered around scholars such as Liang Yu and Wu Yinghui — and a leading research institution,Beijing Language and Culture University,have emerged; (3) The evolution of research can be divided into three phases:the early stage (2001–2019) focused on digitizing teaching tools, the mid-stage (2020–2021) deepened multimedia integration, and the recent stage (2022 –2024) has shifted toward AI-driven immersive learning paradigms; (4) Burst term detection reveals a frontier transition from “technology application” to “problem -solving” and “ecosystem reconstruction,” with “strategies,” “international communication,” and “digital literacy” emerging as dominant themes in the past five years. Current challenges include an underdeveloped theoretical framework, misalignment between technology and pedagogical objectives, and unclear localization pathways. Future efforts should prioritize the integration of “AI + educational resources,” synergies between “international communication and area-specific approaches,” and a unified framework linking “digital literacy and teacher development,” thereby advancing digital Chinese language education form "technology - enabled instruction" toward "ecosystemic transformation."

AN ANALYSIS OF RHETORICAL STRATEGIES IN HUMOROUS LANGUAGE OF ACTRESSES IN THE TALK SHOW CONFERENCE

2025-05-15T16:20:28+07:00

As a language entertainment program, "Talk Show Conference" is known for its witty and humorous language expression, in which the performance of female actors demonstrates unique female humor charm. The paper focuses on the humorous discourse corpus of seven representative female actresses in seasons 1-5, analyzing the four rhetorical strategies of contrast, metaphor, irony, and allusions used, and summarizing the resulting expression effects: improving performance effectiveness and creating a relaxed atmosphere;Metaphorically representing social hotspots and challenging traditional concepts; Reflect on social phenomena and resonate with the audience.

A CASE STUDY OF TEACHING CHINESE AS A FOREIGN LANGUAGE IN THAILAND FROM THE PERSPECTIVE OF AFFECTIVE FACTORS:TAKING PETPITTAYAKOM SCHOOL AS AN EXAMPLE

2025-12-09T13:44:19+07:00

Affective factors are widely recognized as important variables influencing second language learning outcomes in the field of International Chinese Language Education.Taking Petpittayakom School in Thailand as a case, this study draws on theories of affective factors in second language acquisition and adopts qualitative methods, including classroom observation, teaching journals, and interviews, to examine the roles of learning motivation, learning attitudes, personality traits, anxiety, and self-confidence in Chinese language classrooms. The findings indicate that affective factors play a significant role in regulating classroom participation, learners’ willingness to communicate, and learning sustainability. However, challenges such as insufficient internalization of learning motivation and unstable affective support mechanisms persist. Based on the case analysis, this study proposes pedagogical implications to inform Chinese language teaching practices at the secondary school level in Thailand.

THE TEACHING INTERFACE OF CHINESE SYLLABLES:THE EXPERIENCE OF MENGXUE AND ITS ENLIGHTENMENT TO THAI-CHINESE TEACHING

2025-07-04T14:56:46+07:00

The teaching interface of Chinese syllables is the core of teaching Thai-Chinese pronunciation, and the teaching interface with the application of explicit phonetic tends to be strengthened, which weakens the elasticity of the interaction between the strength of teaching interfaces and brings about the problem of reduced teaching efficiency. Historically speaking, the interface of Chinese syllables has gradually become stronger, and after it becomes too strong, it is necessary to call back to create a more flexible teaching space. The primary school teaching Qianziwen Yun, as a typical example of weak interface teaching of syllables, creates a teaching mode of starting from the tone to the syllable, and at the same, it skillfully sets up the teaching content of formal migration, and the grading of difficult and easy syllables and the non-corresponding treatment of the teaching order, which perfectly solves problem of the weak interface teaching handle of implicit phonetic knowledge. This unique weak interface teaching mode, which not only has the strong support of modern theory, but also provides a highly model supplement for the call back of the interface of Chinese syllable teaching, still has great contemporary significance.

A SYSTEMATIC REVIEW OF CHINESE LANGUAGE COMPETENCY STRUCTURES IN THAILAND’S CROSS-BORDER E-COMMERCE AND CROSS-BORDER LOGISTICS SECTORS

2025-12-12T14:10:30+07:00

Against the backdrop of the “Chinese + Vocational Skills” initiative and the deepening of China–Thailand economic and trade cooperation, this paper focuses on Chinese language competence for Thai cross-border e-commerce and cross-border logistics positions. It seeks to refine a task-oriented framework of Chinese language competence for real workplace roles on the basis of a systematic review of relevant Chinese-language research. Drawing on literature retrieved from CNKI between 2020 and 2025, the study employs keyword-based searches, multi-round screening and coding, and combines bibliometric analysis with content analysis to systematically organize existing descriptions of job roles and language requirements. The findings show that, although current studies have begun to address scenarios such as platform operation, cross-border customer service, and warehouse–distribution coordination, their depictions of Chinese language competence largely remain at a general level (e.g. “solid language foundation”, “strong communication skills”) and lack operationalized, fine-grained indicators. Building on these results, the paper proposes a Chinese language competence structure model for Thai cross-border e-commerce and cross-border logistics positions, and further discusses its implications for course objective design, industry-oriented Chinese textbook development, and university–enterprise collaborative talent training.

DECODING DISCOURSE, NAVIGATING SOCIETY: AN INTEGRATED CRITICAL PEDAGOGY FOR SINOLOGY THROUGH NEWSPAPER READING AND THE DEVELOPMENT OF TRANSLINGUAL-ANALYTICAL COMPETENCE

2025-12-22T11:11:27+07:00

This paper proposes a comprehensive theoretical and pedagogical framework for Newspaper Reading and Chinese Society, an advanced undergraduate course designed for third-year Sinology majors in international academic contexts. The course advances Chinese language and area studies pedagogy by moving beyond skills-based language instruction toward an integrated model of critical literacy. Anchored in a Content and Language Integrated Learning (CLIL) structure, it synthesizes Critical Discourse Analysis (CDA), Mediatization Theory, and Intercultural Communication Competence (ICC) to foster students’ linguistic, analytical, and intercultural development simultaneously.

Addressing a key gap in Sinology education—the transition from advanced language proficiency to meaningful scholarly engagement with contemporary China—the course trains students to systematically deconstruct Chinese news discourse across lexical, grammatical, intertextual, and socio-political dimensions. Mediatization Theory frames students’ understanding of the institutional, political, and technological logics shaping news production, while ICC-informed comparative media analysis cultivates critical cultural awareness.

Pedagogically, the course adopts a dual-cycle instructional model that alternates between teacher-guided analytical training and student-led seminars, operationalizing constructivist and sociocultural learning principles within a community-of-practice framework. A constructively aligned assessment design—combining reflective writing, presentations, examinations, and a final news-writing project—evaluates both theoretical mastery and applied competence. The paper argues that this integrated approach offers a replicable model for Sinology and advanced foreign language education, equipping students with the critical media literacy necessary to engage thoughtfully with contemporary Chinese society.

A BENEFICIAL EXPLORATION OF CONSTRUCTING A TEACHING GRAMMAR SYSTEM WITH CHINESE CHARACTERISTICS—— REVIEW OF "RESEARCH ON TEACHING GRAMMAR OF CHINESE AS A SECOND LANGUAGE: PATTERN + FRAGMENTATION"

2025-07-28T13:59:58+07:00

This article reviews Professor Liu Zhenping's Research on Teaching Grammar of Chinese as a Second Language: Pattern + Fragmentation, a significant achievement in the field of international Chinese education for constructing a teaching grammar system with Chinese characteristics. Regarding its background of compilation, the monograph responds to the orientation of "constructing disciplinary systems" and academic calls. It addresses dilemmas in traditional Chinese as a second language grammar teaching, such as reliance on Indo-European language frameworks and scattered grammatical points. Based on Zhao Jinming's "Pattern + Fragmentation" concept, it systematically meets teaching needs. In terms of its main content, the book aims to "address teaching dilemmas and construct a system with Chinese characteristics," forming a closed-loop structure of "problem tracing—grammatical pattern construction—construction of fragmented resource database—theoretical + empirical support." It clarifies pain points in the grammar system through historical tracing and practical analysis, constructs a core "grammatical pattern" framework for learners with English backgrounds, develops a dynamic "fragmented grammatical resource database," and enhances the scientific validity of its conclusions by integrating cognitive psychology, second language acquisition theory, and empirical research. In terms of innovations, the book theoretically deepens the connotation of "Pattern + Fragmentation," establishes the core position of grammatical patterns and clarifies their dynamic-static relationship with fragments in terms of viewpoints, and optimizes the selection of grammatical points and resource development through frequency statistics and information technology in terms of methods. In terms of value, it not only provides a new theoretical framework for the study of Chinese as a second language grammar but also offers practical pathways for textbook compilation and the innovation of teaching models. Meanwhile, it points out limitations such as insufficient attention to learners with non-English backgrounds and looks forward to future research directions.