Abstract：This study examines the distinct characteristics of teaching Chinese and English as foreign languages which are highlighted by the following: For Chinese learners of English, oral and written language acquisition typically progress concurrently. However, for English-speaking students learning Chinese, there is a notable disparity between oral and written language acquisition as they cannot synchronize learning of both spoken and written language. The transition from oral to written Chinese necessitates additional effort and time investment in mastering Chinese characters, presenting a significant challenge. The advent of intelligent technologies, which enable character input through pinyin or voice recognition, offers new opportunities to dispel the myth that Chinese is inherently difficult to learn. International scholars have achieved positive outcomes by implementing a “primarily digital writing, supplemented by handwriting” teaching approach, a teaching model that prioritizes digital writing supplemented by handwriting. This paper proposes a new approach: “Pave the way with digital character input, followed by handwriting practice.” In the initial stages of Chinese language learning, students are first taught and guided to input characters digitally, alleviating anxiety associated with character learning. Subsequently, handwriting exercises are gradually integrated into the curriculum, facilitating a transition from digital input to handwriting. This approach recognizes that handwriting contributes to character memorization, appreciation, and comprehension, ultimately ensuring proficiency in written Chinese. The intelligent era presents an opportunity to reevaluate and innovate Chinese language teaching methodologies, potentially revolutionizing the field of Chinese as a foreign language education.
陆俭明. 从汉英语作为外语教学的差异试议智能时代的汉语教学[J]. 语言战略研究, 2024, 9(5): 87-91.
Lu Jianming. Discussion on Chinese Teaching in the Intelligent Era from the Perspective of Differences Between Chinese and English as Foreign Languages. , 2024, 9(5): 87-91.
