The Role of Linguistic Landscape in Teaching Chinese as a Foreign Language: Taking the Linguistic Landscape in Lanzhou Subway Station as an Example
DOI:
https://doi.org/10.53469/jsshl.2023.06(04).38Keywords:
linguistic landscape, teaching Chinese as a foreign language, language environmentAbstract
"Previous studies have found that the limitations of the classroom teaching environment and the unlimited learning needs of learners are a pair of contradictions. Therefore, an important reason to explore the extracurricular environment is to make up for the deficiency of the classroom environment and let the language environment play a potential role in second language acquisition.
As an important part of the language environment, in recent years, the linguistic landscape has attracted the attention of some scholars in China. However, most of the research on it focuses on theoretical research, and empirical research is relatively few. Therefore, this paper takes the linguistic landscape of the Lanzhou subway as an example to explore the role of the linguistic landscape in teaching Chinese as a foreign language.
The current research found that the linguistic landscape of the Lanzhou subway is multi-modal. It has the characteristics of rich content, comprehensive coverage, clear code orientation, and multimodality, and is a good living material in foreign language teaching. In addition, through the questionnaire survey, it is found that foreign students have a positive attitude towards the linguistic landscape and believe that the linguistic landscape can promote their Chinese learning. The linguistic landscape constitutes different contexts. Learners can indirectly test the learning effect in these language environments, consolidate the knowledge they have learned, and unconsciously cultivate their contextual ability.
This study proves that the linguistic landscape not only provides language learning resources and a language environment for learners but also reshapes learners’ language awareness to a certain extent. The research hopes to attract the attention of both teachers and learners to the linguistic landscape, and provide some reference for the language landscape to enter the teaching of Chinese as a foreign language."
References
Rod Ellis (2000) Second language acquisition [M]. Shanghai: Shanghai Foreign Language Education Press.
Li Lisheng (2015) A Review of Foreign Language Landscape Research and Its Implications [J]. Journal of Beijing Second Foreign Language College 37 (04): 1-7
Shang Guowen (2017). Language Landscape and Language Teaching: From Resources to Tools [J]. Language Strategy Research (02), 11-19
Cenoz J, Gorter D (2008)The linguistic landscape as an additional source of input in second language acquisition[J]. International review of applied linguistics in language teaching, 1(1-2), p. 267-287
Rowland L (2013) The pedagogical benefits of a linguistic landscape project in Japan[J]. International Journal of Bilingual Education and Bilingualism, 16(4): 494-505.
Malinowski D(2015) Opening spaces of learning in the linguistic landscape[J]. Linguistic landscape, 1(1-2): 95-113.
Gorter D (2018) Linguistic landscapes and trends in the study of schoolscapes [J]. Linguistics and Education, 44: 80-85
Shang Guowen & Zhao Shouhui (2014). Analytical Dimensions and Theoretical Construction of Language Landscape [J]. Foreign Languages (Journal of Shanghai International Studies University) (06), 81-89.