东盟中文学习者画作中的中文教师角色：基于隐喻的分析

Meng Xiaofeng, Song Yanjie

Abstract

With the implementation and promotion of the "Belt and Road" initiative, economic and trade cooperation and humanistic exchanges between China and ASEAN are going deeper, and Chinese language education in ASEAN has shown a booming development. As a core participant of international Chinese language education in the region, the role of Chinese language teachers is an important conceptual source of ASEAN youth's perception of China, which has a crucial impact on Chinese language learners. Based on the creation of visual metaphors, this study uses the teacher metaphor analysis framework to summarize the ASEAN Chinese teacher role metaphor categories and explore the ASEAN Chinese teacher traits from the learners' perspective. We selected 60 graphic works created by ASEAN Chinese learners as the research material, extracted 31 Chinese teacher role metaphors, and delineated six metaphorical conceptual categories. This study aims to arouse the attention of international Chinese teacher educators, social organizations, and Chinese teachers themselves to the developmental changes of Chinese teacher roles, and to provide a reference for the professional development of international Chinese teachers.

Keywords

Chinese Teachers; ASEAN; Chinese Learning; Metaphor Analysis; Creating Visual

References

[1] Boulton, A., Grauer, K., & L. Irwin, R. (2017). Becoming teacher: a/r/tographical inquiry and visualising metaphor. International Journal of Art & Design Education, 36(2), 200-214.

[2] Chen, D. D. (2003). A classification system for metaphors about teaching. Journal of Physical Education, Recreation & Dance, 74(2), 24-31.

[3] Gandolfo, S. (2019). Metaphors of metaphors: Reflections on the use of conceptual metaphor theory in premodern Chinese texts. Dao, 18, 323-345.

[4] Kaewbut, P. (2024). A Study on the Establishment of a Faculty of Chinese Proficient Teachers and the Development Model of Chinese Expert Thai Teachers at the Primary and Secondary level in Thailand: 泰国中小学优秀当地汉语教师团队建设与培养建议研究. MANDARINABLE: Journal of Chinese Studies, 3(1), 10-17. https://doi.org/10.20961/mandarinable.v3i1.966

[5] Ling, T. H., Qi, C. P., Chee, L. K., & Sunarti, S. (2023). Speaking Anxiety in Chinese Language Learning Among non-Chinese Learners in Malaysia 马来西亚非华裔生汉语口语焦虑调查. Sinolingua: Journal of Chinese Studies, 1(2), 153-163. https://dx.doi.org/10.20961/sinolingua.v1i2.71820

[6] Lakoff, G., & Johnson, M. (2008). Metaphors we live by. University of Chicago press.

[7] Qorie, T., Ahmadi, A., & Atiqoh, A. (2024). Classroom Activities of Cooperative Learning in Chinese as a Foreign Language. Sinolingua: Journal of Chinese Studies, 2(1), 21-29. https://dx.doi.org/10.20961/sinolingua.v2i1.79827

[8] Sandyaningrum, J. N., & Kusumaningtyas, D. P. S. (2023). The Effects of Learning Mandarin Online with a Native Lecturer to University Students’ Anxiety. MANDARINABLE: Journal of Chinese Studies, 2(2), 121-129. https://doi.org/10.20961/mandarinable.v2i2.947

[9] 陈桂生.师道实话[M].上海:华东师范大学出版社,2004:10.

[10] 刘熠. 教师漫画中的多模态隐喻与教师身份建构[Z]. 语言学研究, 2017: 161-173.

[11] 李宝贵,庄瑶瑶. 中文纳入东盟国家国民教育体系的特征、优势及启示[J]. 教育科学, 2023, 39(02): 64-70.

[12] 高维,彭文蕊. 国外基于隐喻分析的教师角色研究及启示[J]. 教师发展研究, 2021, 5(02): 117-124.

[13] 牟蕾,吴勇毅,李婷.“一带一路”国家来华留学生对中国形象的认知及传播[J].青年研究,2019(5):86-93+96.

[14] 王添淼. 教师隐喻与国际中文教师专业发展[J]. 云南师范大学学报(对外汉语教学与研究版), 2020, 18(05): 18-23.

[15] 赵鹏飞. 海外中文教师眼中的教师角色——基于隐喻的分析[C]//第十二届东亚汉语教学研究生论坛暨第十五届对外汉语教学研究生学术论坛论文集, 2022: 231-240.

DOI: https://doi.org/10.20961/sinolingua.v2i2.88685

Refbacks

  • There are currently no refbacks.