A Preliminary Study On The Effectiveness Of Cross-cultural Interaction In Teaching Chinese As A Foreign Language Online

When the traditional face-to-face Teaching Chinese as a foreign language in colleges and universities is transferred to online environment;how to achieve the target of teaching Chinese online has become a practical issue and challenge for Chinese teachers.Based on the cross-cultural interaction of teaching Chinese as a foreign language and analysis of both interlocutors,this study proposes the concept of "the cross-cultural interactive effectiveness of teaching Chinese as a foreign language online",which refers to the transferring and communication goals in the process of cross-cultural interaction overcoming relevant barriers.The study,guided by grounded theory methodology,sampled teachers and students from T University’s preparatory and undergraduate grades and conducted semi-structured in-depth interviews.To complete the preliminary study on the effectiveness of cross-cultural interaction in teaching Chinese as a foreign language online,the results of the interview data were analysed using a qualitative three-step coding analysis based on grounded theory,and supplemented by an analysis of the actual records of online Chinese class of the corresponding grades.The following are the conclusions :In total,12 second-level correlation codes are formed and integrated through coding analysis of the interview data with teachers and students in T University’s preparatory grade(basic Chinese)and undergraduate grade(intermediate and advanced Chinese).It was discovered that 7 correlation codes were formed for the process analysis of the effectiveness of cross-cultural interaction in online Chinese teaching.There are 5 correlation codes for the factors affecting the effectiveness of cross-cultural interaction in online Chinese teaching.In terms of the effectiveness of cross-cultural interaction in online Chinese teaching,network conditions,time difference conditions,teachers and students hardware,and online textbooks all have a direct impact on the viability of interactive online teaching and learning.Second,the status and performance of teachers and students have a direct impact on the performance of online cross-cultural interaction and the emotional connection between teachers and students.On the student side,the poor environment of online Chinese acquisition and the differentiation of students’ status are two prominent problems,and teachers are also confronted with the severe test and challenge of online Chinese teaching.Finally,the lack of effectiveness of cross-cultural interaction in teaching Chinese as a foreign language online is manifested in synchronous,asynchronous and specific difficulties in cross-cultural interaction,and the cross-cultural interaction in online Chinese teaching is not optimistic.As a result,one core code of this study emerges: the effectiveness(T University)of cross-cultural interaction in current online teaching Chinese as a foreign language could be improved.Based on the preceding conclusions,the following are the study’s pertinent recommendations for teaching Chinese as a foreign language online in colleges and universities: first and foremost,all parties must change their mindsets and actively adapt to the new ecology of online Chinese teaching,and the college,teachers and students must collaborate to lay a solid ideological foundation for improving the effectiveness of cross-cultural interaction in online Chinese teaching.Second,each participant should gain practical experience,select different interactive forms of live and recorded classes for different classes.Third,it is necessary to strengthen the contact between teachers and students,to pay attention to Chinese speaking practice of students.In this way,the effectiveness of cross-cultural interaction in Chinese online teaching will be improved,promoting the ongoing development of the cause of Chinese as a foreign language in the context of online teaching.