网络情绪词与对外汉语教学

随着网络的普及，网络用语作为一种特殊的语言形式在各种社交媒体上的使用频率增加。本文通过对近三年来出现的网络用语进行总结和归纳，将网络用语进行分类并且表明网络用语纳入国际中文教育的必要性。通过访谈法和调查问卷了解泰国中学生对中国网络用语的认知程度，以便教师可以更好地教授和调整课堂教学策略，丰富课堂内容。但网络用语因其独特性，在是否纳入国际中文教育及如何教授方面依旧存在较大分歧，仍需进一步思考。

词汇是语言建筑材料。近年来，随着现代信息技术的快速发展，互联网技术潜移默化地影响着我们日常生活的方方面面，推动着社会更加快速地步入信息化的时代，而网络新词作为反映网络文化生活的载体也逐渐应运而生，并越发广泛地被人们运用于日常生活之中。但是当前，在国际中文的教学过程中，对网络新词的涉及还很少。因此，本文就以当今互联网时代为背景，探析国际中文教学中网络新词的应用研究。

新媒体技术的快速发展与社交平台的全面普及，催生了具有特色的网络流行语，成为当代语言文化发展的重要特点。本研究以近2~3年新媒体平台高频流行语为研究对象，采用文献研究法、案例分析法与文本分析法，从生成传播、语言特征、文化内涵三个维度展开探析，梳理新媒体语境下网络流行语的语言规律，挖掘其背后折射的当代青年情绪诉求、社会现实与大众文化特征，并针对网络流行语发展中的问题提出引导建议。

“吃瓜”是网络流行语。“吃瓜”本义为吃某种瓜类的果实。随着网络的使用，“吃瓜”在语义上已经发生了变化，用来表示一种不关己事、不发表意见仅围观的状态。其语义演变的机制是引申中的隐喻。本文在描写“吃瓜”的语义演变与句法功能演变的基础上，探究动宾结构网络流行语新义的产生机制与产生条件，并认为这类语义变异现象对相关词典的编纂提出了很大的挑战，如：产生的新义是否具有稳定性、新义是否表义明确等等。同时，这类语义的变异也在冲击着语言的规范性。

网络流行语作为互联网语言的产物，以其简洁生动的特点，迅速渗透到人们的日常交流中，并在使用中不断演变出新的形式和含义。“水灵灵X”便是近年兴起的一个颇具特色的网络流行语，以“水灵灵”这一状态形容词叠加“X”，衍生出“水灵灵地哭”、“水灵灵地笑”等多种表达方式，在网络语境中广泛传播，并逐渐延伸至线下交流，成为一种独特的语言现象。本文旨在探讨“水灵灵X”这一网络流行语的特色、功用与成因，揭示其背后的语言规律和社会文化心理。

网络语言是以网络为平台出现的新兴语言，它包括汉字、拼音、图片、英文字母、网络符号及特定意义的数字等。网络流行语因其更加突出的诙谐性、创新性、时代性和简洁性被广泛使用，能够体现网民们最新的语言喜好和思维转变。近年来，网络上出现了诸如“我酸了”、“我太难了”和“我也是醉了”等流行语，它们在句法、语义和语用上具有共同的特征，可以看作是“我X了”这一构式的具体表达形式。本文将运用认知语言学中的构式语法理论，选取了各大网络媒体和社交平台出现频率较高的流行语“我X了”，以此作为研究对象，从句法、语义、语用三个层面展开构式研究。

21世纪，网络新媒体的快速发展，社会语言环境出现了大量的网络新兴词语及其搭配。这些网络新兴词语及其搭配也成了现阶段语言研究的重要组成部分。一般认为，“惹”在现代汉语中是动词，常常组词“惹怒、惹事、招惹”等词。在当今的网络语言使用环境中，“惹”这个词经常作为一种语气词使用，在网络上非常活跃。本文将从互动语言学的角度出发，以北京语言大学语料库(BCC语料库)中对话语料为研究对象，通过会话分析和语料库分析的研究方法，对网络新兴语气词“惹”的句法分布、语用功能以及其形成的原因进行深入探讨。本文通过研究网络新兴词“惹”具有的互动功能，基于互动语言学理论，为理解网络语言的互动功能及其社会功能提供了新的视角。此外，研究网络新兴词“惹”也可以为理解青少年的网络社交、网络沟通策略以及网络语言教育提供实践价值。

“破防”一词近来成为热度较高的网络流行语。通过对其演化路径进行探析发现，“破防”从明清时期作为跨层结构和动宾结构短语并存，到民国时期主要作为跨层结构出现，再到21世纪初期最终完成词汇化成为双音节词语。“破防”在历时过程中主要受韵律机制、认知隐喻机制以及高频使用三个方面的动因推动演化，同时受重新分析和缩略两个方面的机制调节与影响，最终完成词汇化。在词汇化后，由于“破防”在网络上的频繁使用，其语用功能也发生变化。

汉语词汇作为一种语言的构建工具和学习基石，在国际中文教学中发挥着至关重要的作用。词汇意义的教学是词汇教学的重要环节，特别是涉及到词汇的感情色彩义，它对我们的语言表达准确性具有重要影响。因此，本文从第二语言教学的角度出发，着眼于词汇意义中的感情色彩义，通过对文献资料的搜索与阅读，选取《国际中文教育中文水平等级标准六级词汇表》中具有代表性的词汇，基于HSK动态作文语料库对其在学习过程中所产生偏误的类型、原因进行分析，并在此基础上提出相关教学对策。旨在为对外汉语教师和汉语学习者提供借鉴和帮助。

“麻了”是当代汉语常用词，常见于网络交际中，并在语义表现、语用功能和句法位置上经历了一系列变化。“麻了”从充当句子的核心谓语，演变为结果补语与程度补语，最后虚化为表态度的话语标记，经历了语法化过程。本文通过语料库检索，总结得出“麻了”的四种用法：“麻了1”表具体无知觉义，“麻了2”表抽象无知觉、习以为常义，“麻了3”表极限程度义和“麻了4”作话语标记；并基于此论述了“麻了”的语法化成因，即认知隐喻与语义泛化、句法促动、使用频率、经济原则、双音化现象和求新心理的共同作用。

当代年轻人用“乙里乙气”来形容自己在面对上级或者地位比自己高的人时谦卑恭敬的样子，于是“乙”字被网友频繁用来表达自己的卑微姿态，从而出现了许多含“乙”的新词汇，如“恐乙己”“乙德抱怨”等词。“乙”表谦卑恭敬、唯唯诺诺、迎合讨好等新义是由其基本义“次一等的、第二”引申产生。“乙”类词的这种新义是通过“乙”的隐喻和旧词新用的方式衍生出来的，其能流行的动因有：一是符合语言的经济性原则；二是与使用者的心理因素有关；三是能够满足人们的社会心理。“乙”类词的流行，也反映了当代社会的一些现象，也能够看出其背后隐藏着的当代社交关系以及年轻人一代的心理现状。研究网络流行语“乙”类词，能够丰富我们对于新兴词语的认识，也能够提供一些研究新词语的方法，对语言演变的研究具有一定的意义。

随着新媒体的发展，网络交流已成为人类社会交往中不可或缺的一部分，那么网络语言的流行与运用也给现代汉语系统带来了一定的影响。“怼”字作为2017年热门网络流行语而进入大众视野，迅速流行。它的出现及应用具有重要的语言研究价值。因此，以“怼”字为研究对象，通过一定的例子分析该字的本字、构词形式、语法、语义以及流行起因，探究与“怼”相关的流行词汇及迅速流行背后所包含的语言学规律。想要研究其中深层次的原因，必须利用相关的语言学理论知识，研究网络用语会引领语言系统发展出何种新的倾向，当前网络热词和常用词汇的之间的异同，进而阐释语义演变在社会发展的进程中产生的语言变异现象、社会心理以及现代网络交际之间的密切关联。

本文探讨了网络流行语“偷感很重”的生成机制，尝试从类词缀以及概念隐喻两个角度对其进行剖析。同时，分析了其流行动因，指出其与社会背景、媒体传播、心理需求及群体选择密切相关。该流行语反映了当代人在追求与逃避关注间的矛盾心理，具有深刻的社会文化意义。

本文借助构式语法理论和AI视角展开研究，探讨了网络热词“一整个X住”的特征与形成动因。一方面利用DeepSeek借助语料库检索工具分析该构式在海量网络文本中的出现频率、分布语境等数据特征。另一方面，探究其语义与语用层面的内在规律。“一整个X住”构式具有整体性和夸张性，同时有主观认知和强调的作用。类推机制和网络发展等共同促使“一整个X住”构式的形成。通过AI与语言研究的结合，深入揭示“一整个X住”构式的全貌，为理解网络热词的演变及语言和AI的交互作用提供新的思路。

网络称谓语是称谓语在网络语境下的一种变体，指网民在进行网络交际时所使用的具有指称人功能的词语，具有很强的传播能力。本文基于社会语言学的研究视角，探究了网络称谓语的类型、功能和特点。本文把网络称谓语归纳为三类，分别为褒义类、贬义类和中性类。研究发现，网络称谓语具有词缀化趋势、趣味性增强以及贬义性突出的特点。本文总结了网络称谓语形成的四个主要原因。首先，在网络环境下，网络称谓语是网民宣泄情绪的手段，同时不同的群体也可以通过不同称谓语的使用进行区分。其次，语言作为社会事物，一定会受到社会政治经济及文化因素的影响，这些因素也是产生各种网络称谓语的肥沃土壤。再次，各种新兴媒体的出现导致传播媒介的改变，加速了网络称谓语的传播速度。最后，语言的发展遵循其自身的发展规律，具有客观性。网络称谓语的研究有助于丰富现代称谓系统。同时，社会的发展促进了语言的发展，而语言的变化又反映了社会的变化。

网络流行词作为信息化时代特有的社会现象和语言现象，其产生与发展体现了一定时期的社会生活状况与语言发展规律。近期，“偷感”一词席卷网络平台，引起网民广泛关注和使用。本文基于各种语料，从语法、语义、语用三方面对该词展开分析。同时探究其流行动因，从中提出对信息化时代网络用语层出不穷、年轻人个性化的多元表达、社交方式变化等社会文化的思考。

网络流行语作为一种独特的语言现象，在社交媒体和在线交流中广泛使用，对人们的交流方式和语言习惯产生了深远影响。隐喻是一种重要的语言修辞手段，是基于两个事物之间的相似性，将一个概念投射到另一个概念上。通过隐喻的使用，人们能够更生动、形象地表达自己的思想和情感。本文以2024年十大网络流行语为研究对象，深入分析其中的隐喻现象。通过对流行语的来源、含义及使用语境的考察，揭示隐喻在流行语中的表现形式、生成机制。通过论述不难发现，隐喻在流行语中具有丰富的内涵和多样的表现，不仅能够生动形象地表达抽象概念和情感，还反映了社会文化和心理现象，对网络语言的发展和社会文化的传播具有重要影响。

随着网络的普及，越来越多的网络流行语被人们创造并使用。它们是如何被创造，经历了怎样的演变过程，蕴含着怎样的意义都值得探索。隐喻与社会生活方方面面有着千丝万缕的联系，它不仅存在于文学作品中，更存在于人们的日常生活中。概念隐喻不仅仅是一种修辞手段，它已经成为了人们的思维方式。本文将以认知语义学中的概念隐喻理论为指导，选取近五年年度十大网络流行词，探究其中的隐喻概念，分析不同类型的隐喻的内涵与意义，帮助人们更好地理解网络流行词的流行机制。

本文以2018年至2023年的“十大网络流行语”为例，探讨人们如何运用概念隐喻来创造网络词汇并延伸其含义，展现了隐喻思维在网络语言中的应用。本研究发现，隐喻表达在网络词汇中非常流行且普遍。本体隐喻是网络语言中最常见且最多样化的类型，但结构隐喻没有典型例子，表明其在创造网络语言方面不太流行或缺乏生产力。此外，用于产生网络语言的隐喻表达会随时间而变化，反映了现实世界中的社会文化变迁；隐喻表达对网络用户的交流互动具有不同的功能和效果。同时，同一个网络词汇不仅体现隐喻表达，还蕴含转喻表达，展现了思维的复杂性。

本文聚焦于网络流行语“已老实，求XX”，综合运用文献分析法和案例分析法，深入剖析其在网络文化蓬勃发展态势下的多方面特征及影响。该流行语发端于外卖行业的相关表达“加个准时宝就老实了”，历经演变，衍生出多样句式与变式。其语义兼具表面的无奈妥协与深层的自嘲、反抗等复杂情绪，句法结构独特且具灵活性。在传播层面，它借助网络平台广泛扩散，成为网民情绪表达与互动的重要载体。在心理机制上，该流行语折射出人们在社会压力下无奈妥协、自嘲接纳、自我保护与寻求情感共鸣、进行符号抵抗等多元心理机制，深刻反映了当代社会多元现象及年轻人复杂心理，对洞察网络文化与社会心理极具关键意义，为理解当下社会文化与心理动态提供独特视角与重要参考。

近年来，数字“6”摇身一变以网络流行语的新身份出现在人们的生活中。但是它的含义早已经超越本义。现在，数字“6”可以在句子中担任不同的成分，并且具有多种感情色彩(中性、贬义、褒义)。本文在网上搜寻了许多与数字“6”有关的语料，并按“6”的不同义项随机抽取了一些语料进行研究分析。其目的是从隐喻认知的角度分析网络流行语“6”的形成机制，并探索归纳其新增意义。通过分析归纳可知，“6”已经不是简简单单的“六”的小写形式，它有许多意义：1) 汉字“六”的数字符号，具体可见“六”；2) 感叹词，既有贬义色彩，也有褒义色彩，有时候不带任何色彩，为中性词；3) 副词，厉害地；4) 动词，在暗地里偷袭。本文随后分析了网络流行语传播的原因：语言的发展需要；语音学原则；从众心理以及网络的推动这些因素。因此，“6”已经不再是一个简简单单的数字，它的背后具有极其丰富的语言学意义。

网络流行语的产生与社会热点事件及现象紧密相关，体现了网民的社会心理。本文深入分析了“XX青年”构式网络流行语的结构特点、语义构建、生成机制及其对社会和语言的影响。研究发现，“XX青年”作为偏正结构，通过常项“青年”和变项“XX”的组合，展现了丰富的词性形式和语法功能。在语义上，这类流行语分为字面意义和隐喻意义两类，后者通过结构隐喻、本体隐喻和方位隐喻等方式，使得抽象概念形象化，便于理解和传播。社会文化驱动、语言经济原则和语音模因是“XX青年”构式生成的主要机制。这类流行语不仅反映了当代青年的社会心态和价值观念，也丰富了汉语的表达方式，对语言的演变与发展产生了积极的影响。

在短视频时代，多数平台作为新兴传播媒介，其所产生的网络流行语呈现多模态特征。这些流行语通过文字、图像、音乐、肢体动作等符号系统构建隐喻意义，形成独特的语言景观。为了能够更好地了解此语言景观，本研究从系统功能语言学的三大元功能的视角出发，探讨了网络流行语“city不city”的多模态隐喻特征。以该流行语为例，分析了其在概念功能、人际功能、语篇功能中的多模态隐喻特征。同时又结合多模态隐喻的理论框架，分析了语言、图像、声音模态在这一流行语中的交互作用，揭示了其隐喻不仅仅局限于字面意义，其背后也呈现出请求认同、选择和群体维护等多重社会文化意涵。通过对这一现象的深入分析，旨在为网络语言的研究提供新的视角和理论依据。

网络流行语是时代和社会的产物，反映了当代社会生活的现状，“内卷”一词以“旧瓶装新酒”的形式在网络上迅速走红，并一直流行至今。本文通过对“内卷”进行研究，分析出了它在语义上发生了三次转变，由最开始的学术名词到贬义色彩浓厚的非理性竞争义，再到如今的中性色彩的自嘲及内部竞争义。语义演变的途径包括隐喻、语义的解构、词语的扩大与泛化三方面。同时对它进行语用分析，发现它流行的原因主要与时代的诉求、科技的快速发展、社会心理的影响有关，并从语用功能方面，提出了“内卷”一词具有叙述评价、表达情感、语言习惯塑造、引发社会思考四大功能。

网络流行语“下头”是指“某人或事物令人厌恶、难受，让人产生恶心、反感、扫兴等情绪”，本文首先对网络流行语“下头”的来源及词义演变进行梳理，认为该词最早可能产生于六朝时期，该词的语义演变与人们的认知机制息息相关，其网络新义的衍生依托于隐喻机制。接下来对“下头”的共时分布进行考察，该词可充当谓语、定语，近年来该词有语法化倾向，可充当补语。最后从语言经济性原则、受众心理需求、模因论等角度分析该词流行的原因，发现该词具有明显的“标题化”和“习语化”趋势。

语言是文化的载体。随着互联网的快速发展，涌现出不同的网络热词，这些新词的使用反映了当前社会人们的语言表达习惯、语言交流习惯，同时也反映了在互联网时代人们的思想和情感价值观。网络热词“电子XX”在一定的语言环境下出现，也反映出了一定的社会文化现象。本篇通过搜集互联网社交媒体中出现的“电子XX”类词汇，从词汇、语法角度、称谓语角度、隐喻角度出发，分析网络热词的“电子XX”的产生机制和流行动因，引导其能够在健康文明的语言环境下规范发展。

通过对四种近十年(2013~2022)国内汉语类专业期刊中关于汉语二语口语习得文献的梳理和统计，发现：1) 汉语二语口语习得研究整体呈上升趋势，重视度提高。2) 研究视角多样化。多数学者从不同的理论和方法出发，对汉语二语口语习得的影响因素进行分析，开始关注到习得者的主体因素和母语差异。3) 研究内容丰富。既有对汉语二语口语整体发展的研究，还有从不同维度和不同方面对汉语二语口语习得的讨论。同时，本文对该领域已有研究的不足之处进行总结，从研究方法、研究对象、研究领域等多方面为今后的进一步研究提出新的展望。

二语学习者在经过长期的学习之后，在词汇学习方面会产生一定程度上的停滞甚至倒退的现象，这就是二语习得中的词汇石化现象。这在二语学习过程中是普遍存在的问题。词汇是语言学习的基石，是二语学习的重要环节。而二语习得中的词汇石化现象阻碍了二语学习者的语言综合能力以及对二语知识水平的掌握和提升。因此，对二语习得中的石化现象进行分析与研究是有价值的。本文基于此对词汇石化现象的成因进行分析，并对词汇石化问题改善策略进行探讨，以期为二语教学提供有效对策。

随着互联网的普及，网络交际在交流中的作用日益凸显。值得注意的是，一种特殊的“萌化”语言表达正在悄然出现，在语音和语法上均有不同的变异表现。“萌化”语言与起源自日本的“萌文化”密切相关，是外来文化在中国生根发芽、中国化的典型表现。此外，这一现象也与社会学、心理学中的交际视角、PAC理论乃至代际文化等密切相关，是“新新人类”的“新新语言”。研究“萌化”语言也能进一步促进对青年网络语言的了解，进而了解新一代青年的心理和代际特征。

本文从构式理论出发，对“X不了一点”构式进行构件、句法、语义层面的分析，考察构式形成的多重来源，揭示构式的句法语义机制。新兴构式“X不了一点”由变项“X”和常项“不了”、“一点”构成。变项“X”从动词扩散到形容词、名词，由单音节扩散到多音节，实现了跨范畴变异。在变项与常项进行构件组合的过程中，呈现出复杂的语义内涵差异，同时，“X不了一点”在网络新时代被赋予了新的构式义，与传统构式义杂糅，体现出它的多义性。该构式具有凸显主观评价态度的语用功能，其语义形成机制可归纳为构式多义、对比焦点拓界、焦点平衡化、构式压制、方言基础等核心要素。

With the popularization and development of the Internet, internet slang has become an emerging linguistic phenomenon that has deeply penetrated people's daily lives. In the field of international Chinese education, the emergence of internet slang not only brings fresh elements to teaching but also poses new challenges to traditional teaching models and methods. This article aims to explore the application and impact of internet slang in international Chinese education, with the hope of providing new ideas and approaches for its development.

No abstract available

No abstract available

In recent years, sentiment analysis has made a great breakthrough in the field of natural language processing. Many researchers attempt to build a user comment analysis model of e-commerce products to infer the quality of goods. However, the application of sentiment analysis technology in online education platform and intelligent feedback to students and managers is almost irrelevant. In this paper, we collected a large number of online education platform web resource reviews to build a large corpus to pre-train the Word2vec model for comparative experiments. At the same time, the BERT+BiGRU model is designed for the Feedback System Structure (FSS), which achieves the effect of intelligent interaction between students and teachers and the improvement of the curriculum. On the self-built data set, the BERT+BiGRU model has the best prediction effect, with an accuracy of 98.82%. Compared with traditional machine learning methods such as Naive Bayes, the classification accuracy rate is improved by 21.54%. The experiment result shows that we use BERT+BiGRU on the FSS system to achieve the effect of teacher-student interaction and intelligent feedback of academic intelligence. In addition, we also carry out sentiment analysis on the text with Chinese Internet buzzwords. The experimental results show that the sentiment analysis model of our intelligent feedback system (FSS) has strong analytical capability.

Under the influence of the new coronavirus epidemic, TCFL has been greatly impacted. Thanks to the development of Internet technology, many schools and institutions turn to online teaching, online live teaching, online course customization, mixed multiple teaching and other online teaching modes are widely used. This paper focuses on the necessity and problems of Chinese language skills training for foreign students under the online teaching mode, and discusses how to carry out language skills training in online Chinese teaching from four aspects of listening, speaking, reading and writing. Some suggestions are put forward, such as changing the way of classroom practice and strengthening students' self-training, using modern science and technology, network resources and online learning platform to provide more and more comprehensive teaching services for Chinese learners, and setting up incentive mechanism to mobilize students' enthusiasm. This paper hopes to provide some new teaching ideas, teaching methods and teaching approaches for online Chinese language skills training in the new era.

: In recent years, with the widespread use of the Internet, social media platforms have become increasingly popular among college students, and the frequency of using internet buzzwords such as “emo,” “doge,” and “finger heart” has continued to rise. This study hypothesizes a correlation between the frequency of buzzword usage and college students’ willingness to spread strong memes. Using questionnaire surveys and SPSS analysis, the study explores the motivations from the perspective of the Uses and Gratifications Theory. The results show that the main motivations for college students to spread strong memes include emotional regulation, interpersonal relationships, self-affirmation, and environmental monitoring, providing a reference for understanding interpersonal communication in online communities [1] .

As a product of the new era of the Internet, buzzwords are a linguistic and socio-cultural psychological phenomenon. Moreover, as more and more foreigners begin to learn Chinese, buzzwords are increasingly becoming the object of their interest and learning. Therefore, more and more Chinese buzzwords are being translated for learning. However, as a part of learning and teaching Chinese as a second language, the translation results of popular phrases have also caused certain impacts. Based on relevant literature and corpus analysis, the article explores how different translation strategies of popular phrases have different degrees of influence on second language acquisition and teaching Chinese as a second language in terms of language learning and cross-cultural communication and how the results of popular phrases translated by using either alienation or naturalization translation strategies are unable to show the linguistic and cultural meanings of the source language at the same time, whereas the strategy of using both of them or annotating them can take care of both of them and assist the second language learning. The strategy of using both or annotating them can better take care of both of them and assist second language learners to learn Chinese popular languages better.At the same time, relevant suggestions are put forward from screening and grading teaching of popular phrases and how to utilize translation results to assist learning, such as screening popular phrases, grading teaching or splitting morphemes for interpretation and other teaching strategies.

Under the impact of the COVID-19 pandemic, the dissemination of Chinese culture and language has met unprecedented difficulties and challenges. By expounding the new difficulties and problems faced by the Confucius Insti tutes in Bulgaria during the COVID-19 pandemic, such as the lack of teachers, students’ dropping out, teaching resources shortage, and frustrated interest in learning, this paper analyzes the effective strategies which contribute to ensuring regular classroom teaching and promoting cultural exchange during the pan demic. The practical and effective adjustment includes utilizing existing resourc es, improving TCFL teachers’ information literacy, strengthening localization construction of teachers and teaching materials, and enriching Chinese culture dissemination through the Internet, which not only leveled up Chinese language teaching outside of China, but also successfully popularized Chinese culture across national borders. Those practices actively promoted the cultural exchange between Bulgaria and China, and expanded the impact of Chinese culture in Bulgaria, giving a valuable reference in Chinese language teaching and culture dissemination in the post-pandemic era to other Central and Eastern European countries, and the countries along the Belt and Road as well.

There are many problems in TCFL, such as relatively simple teaching resources, chaotic teaching system and so on, facing learners from different countries and regions, cultural background and needs all over the world, directly affects the quality of college Chinese as a foreign language. With the development and application of Internet technology, online intelligent teaching has triggered profound changes in educational system. As an important supplement to education, web-based resource banks are of great practical significance to the current innovation and optimization of Chinese as a foreign language systems. Therefore, in the current innovation of University Chinese as a foreign language, we should build a large-scale and knowledge-based network resource base based on Big Data Analysis to help university teaching.

This study evaluates the effectiveness of the Youdao Online Dictionary in facilitating the learning of Chinese slang among second-language learners. With slang being context-dependent and culturally embedded, it often presents difficulties for traditional learning methods. To address this, the study employed a quantitative design involving 100 university students learning Chinese as a foreign language. Participants took a pre-test to assess their prior knowledge of slang, followed by a four-week intervention using the Youdao platform. A post-test and a Likert-scale survey were administered to measure improvements in comprehension and vocabulary recall, as well as user perception. Results showed a statistically significant improvement in both understanding and recalling slang expressions after using Youdao. The survey revealed positive learner feedback regarding Youdao’s usability, accessibility, and contextual learning support, though limitations were noted in capturing nuanced meanings and cultural depth. This research contributes to the discourse on informal language acquisition by demonstrating the potential of digital translation tools to bridge the gap between formal instruction and real-world communication. It also offers insights for language educators and developers seeking to enhance digital learning environments. While the study confirms the utility of Youdao in slang learning, it acknowledges challenges in AI interpretation of informal language and calls for more context-aware digital tools. Findings also support integrating such tools into blended learning strategies.

No abstract available

This study uses sentiment analysis and topic modeling to analyze X-data on Chinese language learning both before and after the pandemic. Our analysis reveals shifts in sentiment and topics, as well as their underlying causes. We observe a notable increase in online learning as the primary mode of international Chinese language learning, accompanied by an escalated demand for high quality online learning resources. There is also a discernible polarization of learning sentiments in the post-pandemic era. In addition, the former emphasis on cultural exchange in language learning has shifted to economic and trade interactions, highlighting the commercial facets of international Chinese education.

Abstract This article reports on the results of an investigation into what matters to learners of language Massive Open Online Courses (LMOOCs). The study conducted content and sentiment analyses of learner reviews of LMOOCs to investigate the key themes/subthemes in learner reviews and learners’ emotional tendencies in the themes/subthemes as well as differences in learners’ emotional tendencies detected in themes/subthemes. The dataset for this study included 8,671 learner reviews collected from 42 College English MOOCs hosted at a major MOOC platform in China. The content analysis identified four major themes—course, instructor, learning, and platform—and nine subthemes, revealing what learners were concerned about LMOOCs. The sentiment analysis detected both similarities and differences in learners’ emotional tendencies expressed in different themes/subthemes, showing that learners as a whole held overwhelmingly positive attitudes towards the LMOOCs but had grave concerns about curriculum design, instructors’ personal traits, and learning management system. These results yield a nuanced understanding of learners’ likes and dislikes about LMOOCs and provide important implications for enhancing the design, delivery, and development of LMOOCs.

Abstract: In modern Chinese, the widely used stacking frames composed of semantically overlapping components are pragmatically employed to emphasize and highlight information. Traditionally regarded as redundant and nonstandard, stacking frames are now increasingly recognized as standard expressions, presenting new challenges for teaching Chinese as a foreign language (TCFL). This study examines the distribution of stacking frames in HSK textbooks and explores their acquisition and use by learners of Chinese as a foreign language. Through corpus analysis and a questionnaire-based survey, this study identified the stacking frames in HSK textbooks and analyzed the acceptance, semantic function, and practical application of stacking frames by CFL learners. The study reveals that stacking frames appear primarily at intermediate and advanced levels, are rarely treated as explicit grammatical topics, and are infrequent in textbook content. The survey findings show that while learners demonstrate partial intuitive understanding of stacking frames, their overall pragmatic awareness and usage remain limited. The study proposes pedagogical strategies such as distinguishing stacking frames from redundancy errors, incorporating context-rich pragmatic instruction, and adopting comparative and conversation-based teaching methods to enhance learners’ pragmatic competence in TCFL.

Echo questioning, as a conversational phenomenon, occurs frequently and expresses many emotional attitudes. However, in terms of teaching Chinese as a foreign language, the research on the role of echoic questioning in teachers' questioning is insufficient and little attention has been paid to it. This paper takes the discourse in the classroom as the corpus, discusses the use of echo questions in the Chinese as a foreign language classroom from the perspective of the pragmatics of echo questions, takes the teacher's questioning as the focus of the analysis, and discusses the pragmatic function of echo questions in the teacher's questioning from the four aspects of rephrasing echo questions, explanatory echo questions, discourse gaps, and affective attitudes.

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.

Register theory is one of the essential theories in Halliday’s systemic functional linguistics (SFL). Specifically, it includes the linguistic field, tenor, and mode. In this paper, the characteristics of computer-mediated communication (CMC) and Internet language are analyzed from the three aspects to identify and verify the practicality and feasibility of the register theory in the new communication mode of Chinese language teaching.

With the coverage of the Internet/wireless network and the increase in the mobile phone ownership of middle school students, network language has emerged, developed and updated rapidly. On the basis of summarizing the characteristics of online language and its dual effects on middle school Chinese language teaching, we mainly studied the impact of network language on middle school Chinese language teaching and student language learning, and proposed strategies to improve the effectiveness of middle school Chinese language teaching by using network language.

The global popularity of Chinese language and the development of Internet plus education have provided a new platform for teaching Chinese as a foreign language and promoted the innovation of Chinese teaching concepts. As a new Chinese teaching model, the teaching of Chinese as a foreign language under the background of Internet plus is very different from traditional teaching in terms of teaching philosophy, teaching methods, teaching characteristics and realization methods. The study of this teaching model can help promote the construction and improvement of Chinese teaching platforms, so as to further exploit the advantages of online Chinese teaching and improve the development of international Chinese education.

The paper discusses the use of gamification as an effective method for teaching Chinese Internet slang to Russian students studying pedagogy. The relevance of the research is due to the rapid development of Internet communication in Chinese and the need to prepare future teachers to understand and use modern linguistic realities in the educational process. The paper analyses the theoretical foundations of gamification, the principles of its implementation in foreign language teaching, and the specific features of Chinese Internet slang. The results of an empirical study are presented, demonstrating the positive impact of the developed gamified methodology on increasing student motivation, engagement, and performance in learning Chinese Internet slang. Specific examples of gamification elements and tasks adapted to the context of teaching Chinese to future teachers are proposed. In conclusion, the prospects for further use of gamification in Chinese language teaching practice are discussed, as well as the possibilities for adapting the presented methodology to other target audiences and language aspects.

With the rapid development of artificial intelligence technology, innovations in educational technology continue to drive changes in foreign language teaching models. In recent years, research on the application of ChatGPT in foreign language teaching has been increasing. This paper, based on practical cases of foreign language teaching, explores the actual applications of ChatGPT in vocabulary and grammar instruction, personalized learning support, and classroom interaction enhancement. It also analyzes its advantages in improving learning efficiency, strengthening real-time feedback mechanisms, and promoting immersive learning. At the same time, this paper highlights the limitations of ChatGPT in foreign language teaching, such as comprehension biases in cross-cultural contexts, pragmatic errors, and misjudgments in specific language expressions. Additionally, students' over-reliance on ChatGPT may hinder their autonomous learning ability, and the teacher's dominant role in the classroom could be weakened. Research suggests that if ChatGPT is effectively integrated with traditional teaching methods, it can optimize the quality of foreign language education and enhance learners' language proficiency. Finally, this paper discusses the future development of ChatGPT in foreign language teaching and provides relevant recommendations.

The internationalization of Chinese language education is flourishing, making it a crucial task to uncover the cognitive patterns of second language acquisition (SLA) and optimize teaching strategies. Based on cognitive linguistics theory, this paper analyzes the core cognitive mechanisms of Chinese SLA, including perception-conceptualization, mental space construction, and constructivist knowledge integration. By examining the typological features of Chinese tone systems, paratactic grammar, and culturally loaded vocabulary, it highlights the unique challenges these pose to learners' conceptual reconstruction and semantic network formation. Consequently, teaching strategies are proposed from dimensions such as multimodal input, interactive task design, and individual difference adaptation, aiming to provide theoretical and practical support for Chinese SLA instruction and enhance learners' language acquisition efficiency and pragmatic competence.

With the further development of global integration, the communication between countries in the world is getting closer, which puts forward higher requirements for Chinese teaching mode. Teaching Chinese as a foreign language is a bridge connecting Chinese and foreign cultures. Relevant educational institutions should keep up with the development trend of the era and continue to innovate teaching content and methods. Colleges and universities should give full play to the advantages of the Internet and education, realize the integration of teaching mode and network technology for international students, break through the limitations of time and space, and allow students to obtain high-quality Chinese education. In view of this, this paper briefly summarizes the application significance of the online and offline integrated teaching mode in teaching Chinese as a foreign language, analyzes the characteristics of the online and offline mixed teaching mode and the construction strategy of the teaching mode to improve the teaching quality of Chinese as a foreign language.