Author(s)

Bingchen Ma ^1,2, Yang Yuan ^3,4

Affiliation(s)

¹ School of Chinese Language and Literature, Shaanxi Normal University, Xi'an, China
² School of Foreign Languages, University of Sanya, Sanya, China
³ Faculty of Education, Shaanxi Normal University, Xi'an, China
⁴ School of Humanities and Communication, University of Sanya, Sanya, China

Corresponding Author

Bingchen Ma

ABSTRACT

Current Chinese language teaching resources are often limited to traditional forms such as textbooks, PPTs, videos, etc., lacking diverse teaching methods. There is a significant gap between the language environment in real life and the content of classroom teaching, which cannot fully meet the learning needs of international students from different countries and language backgrounds. Therefore, this article constructed a Chinese language teaching and training platform for international students based on a multimodal tourism language landscape. This article first provided an overview of the definition and characteristics of multimodal concepts and tourism language landscapes, and elaborated on the current situation and problems of Chinese language teaching for international students. Subsequently, the Chinese language teaching and analysis for international students were introduced, and the application of multimodal tourism language landscape in Chinese language teaching was listed. Then, a cloud environment based on multimedia network was constructed for platform operation, and a virtual simulation training platform and different module functions were designed under situational teaching mode. Finally, the Chinese language teaching and training platform for international students can be put into practical application. The experimental results demonstrated that the average exam scores of students in the listening, speaking, reading, and writing modules were 28.56, 26.14, 24.56, and 27.34, respectively, all showing excellent progress. The impact of multimodal teaching on the learning of Chinese dietary vocabulary is particularly significant. The performance gap between groups began to show, especially after 22.5 hours, when the total scores of the three groups of students significantly widened, with nearly half of the participants preferring multimodal teaching methods.

KEYWORDS

Teaching and Practical Training; Multimodal Theory; Tourism Language Landscape; Chinese Language Learning for International Students; Cloud Platform Design

CITE THIS PAPER

Bingchen Ma, Yang Yuan, Construction of Chinese Language Teaching and Training Platform for International Students Based on Multimodal Tourism Language Landscape. Advances in Educational Technology and Psychology (2024) Vol. 8: 80-89. DOI: http://dx.doi.org/10.23977/aetp.2024.080611.

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• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
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