超语视角下留学生商务汉语专业课程教学模式构建研究

Research on the Construction of Teaching Mode for Business Chinese Courses for International Students from a Translanguaging Perspective

摘要: 研究从商务汉语教学现状出发，综合分析了教师、教材和教法方面存在的问题，包括教师专业素质有待提升、教材缺陷以及教学模式与方法需更新等。针对这些问题，研究提出了通过超语视角优化留学生商务汉语课程教学模式的构建。结合超语理论和商务汉语教学，研究旨在为商务汉语课程教学模式的构建提供新思路，丰富相关研究领域的探讨。研究聚焦于中国南方一所高校的留学生商务汉语专业班级，主要研究了商务汉语课堂中教师和学生的超语实践类型以及他们对超语实践的态度。通过课堂观察、访谈以及相关文档记录，发现在商务汉语教学过程中师生课堂的超语实践可分为概念理解和概念解释两种类型。同时，研究表明在商务汉语课堂教学中学生和教师对超语实践持积极态度，认为其有助于增强对商务汉语知识的理解、记忆与课堂参与度，并降低对相关知识的认知难度。因此，超语作为一种教学法能够帮助教师充分利用留学生的语言资源并结合可视化的教学资源，解决其语言障碍，提高对商务知识的理解力，从而提升学习主动性与效果。

Abstract: Starting from the current situation of Business Chinese teaching, this article comprehensively analyzes the issues existing in terms of teachers, teaching materials, and teaching methods, including the need for improvement in teachers’ professional quality, deficiencies in teaching materials, and the necessity to update teaching modes and methods. In response to these issues, this article proposes optimizing the construction of the teaching mode for Business Chinese courses for international students through a translanguaging perspective. By combining translanguaging theory with Business Chinese teaching, this article aims to provide new insights into the construction of teaching model for Business Chinese courses and enrich explorations in related research fields. This study focuses on a class of international students majoring in Business Chinese at a university in southern China, primarily investigating the types of translanguaging practices of teachers and students in Business Chinese classrooms and their attitudes towards such practices. Through classroom observations, interviews, and relevant documentations, it is found that in the process of teaching Business Chinese, translanguaging practices in the classroom can be categorized into two types: conceptual understanding and conceptual explanation. Furthermore, the study indicates that both students and teachers in Business Chinese classrooms hold a positive attitude towards translanguaging practices, believing that they help to enhance the understanding and retention of Business Chinese knowledge and class engagement, while reducing the cognitive load of such knowledge. Therefore, translanguaging as a pedagogy can assist teachers in fully utilizing the linguistic resources and repertoires of international students and incorporate the visual teaching resources to resolve their language barriers and improve their comprehension of Business Chinese knowledge, consequently enhancing their learning initiatives and achievements in such courses.