Qiu, J., & Zhang, L. (2023). Implementing Reading-Aloud Activity for Advanced-Level CSL Learners Supported by a Language Learning Management System. Journal of Technology and Chinese Language Teaching, 14(1), 78-94.
[邱经纬, & 张俊萍. (2023). 教学平台支持下的高年级朗读训练实践研究. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 14(1), 78-94.]

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Abstract/摘要：

Pronunciation is easy to be ignored in advanced-level Chinese instruction, and so is the task of correcting pronunciation, tone and intonation in comprehensive courses. Based on the ubiquitous autonomous learning environment provided by BLCU’s “AI System for International Chinese Education”, an after-class summary reading-aloud activity was designed with the “listening and imitation →reading evaluation →immediate feedback →autonomous re-practice” approach for fourth-year undergraduate CSL students. The analysis of learning behavior data proves that this instructional activity is helpful for students' autonomous learning, personalized learning and reflective learning. The results of a questionnaire survey show that the effect for learning, the instructional design, the requirements of teachers and curriculum assessment are contributing factors for students to complete the learning activities, while the conditions of network equipment, review time after class, length and difficulty of reading-aloud content are the limiting factors. Based on the experiences of designing and implementing reading-aloud activity for advanced-level learners, this paper suggests further improvements for the reading-aloud activity (including learner motivation) and BLCU’s “AI System for International Chinese Education”.

语音在高级汉语教学中易被忽视，综合课应承担的正音正调任务也易被忽略。本研究借助“北语中文智慧系统”提供的泛在自主学习环境，创建“听音模仿→朗读评测→即时反馈→自主复练”的课后概括朗读训练模式，面向本科四年级留学生进行教学实践。学习行为数据分析证实：本训练有助于学生自主学习、个性化学习、反思性学习，有长期开展的必要。问卷调查结果显示：助学效果、形式设计、教师和课程考核的要求促使学生完成该训练，网络设备条件、课后复习时间、朗读内容的长度和难度限制学生完成该训练。本文据此总结出面向成人学习者的高级汉语语音教学活动设计经验，从教学活动设计、“北语中文智慧系统”升级、学习者激励三方面提出发展对策。