CHINESE LANGUAGE CONFERENCE


Chinese Language Conference is one of the leading research topics in the international research conference domain. Chinese Language is a conference track under the Language and Linguistics Conference which aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Language and Linguistics.

internationalconference.net provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of (Language and Linguistics).

Chinese Language is not just a call for academic papers on the topic; it can also include a conference, event, symposium, scientific meeting, academic, or workshop.

You are welcome to SUBMIT your research paper or manuscript to Chinese Language Conference Track will be held at “Language and Linguistics Conference in Bangkok, Thailand in December 2020” - “Language and Linguistics Conference in Paris, France in December 2020” - “Language and Linguistics Conference in London, United Kingdom in February 2021” - “Language and Linguistics Conference in Barcelona, Spain in April 2021” - “Language and Linguistics Conference in Istanbul, Turkey in May 2021” - “Language and Linguistics Conference in San Francisco, United States in June 2021” - “Language and Linguistics Conference in Paris, France in July 2021” - “Language and Linguistics Conference in New York, United States in August 2021” - “Language and Linguistics Conference in Tokyo, Japan in September 2021” - “Language and Linguistics Conference in Zürich, Switzerland in September 2021” - “Language and Linguistics Conference in Barcelona, Spain in October 2021” - “Language and Linguistics Conference in San Francisco, United States in November 2021” - “Language and Linguistics Conference in Istanbul, Turkey in November 2021” - “Language and Linguistics Conference in Singapore, Singapore in November 2021” - “Language and Linguistics Conference in Bangkok, Thailand in December 2021” - “Language and Linguistics Conference in Paris, France in December 2021” .

Chinese Language is also a leading research topic on Google Scholar, Semantic Scholar, Zenedo, OpenAIRE, BASE, WorldCAT, Sherpa/RoMEO, Elsevier, Scopus, Web of Science.

Final Call

XVIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 15 - 16, 2020
BANGKOK, THAILAND

Final Call

XIX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 28 - 29, 2020
PARIS, FRANCE

XX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

FEBRUARY 13 - 14, 2021
LONDON, UNITED KINGDOM

XXI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

APRIL 15 - 16, 2021
BARCELONA, SPAIN

XXII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

MAY 11 - 12, 2021
ISTANBUL, TURKEY

XXIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

JUNE 05 - 06, 2021
SAN FRANCISCO, UNITED STATES

XXIV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

JULY 20 - 21, 2021
PARIS, FRANCE

XXV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

AUGUST 10 - 11, 2021
NEW YORK, UNITED STATES

XXVI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

SEPTEMBER 10 - 11, 2021
TOKYO, JAPAN

XXVII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

SEPTEMBER 16 - 17, 2021
ZÜRICH, SWITZERLAND

XXVIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

OCTOBER 21 - 22, 2021
BARCELONA, SPAIN

XXIX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 02 - 03, 2021
SAN FRANCISCO, UNITED STATES

XXX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 12 - 13, 2021
ISTANBUL, TURKEY

XXXI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 19 - 20, 2021
SINGAPORE, SINGAPORE

XXXII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 15 - 16, 2021
BANGKOK, THAILAND

XXXIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 28 - 29, 2021
PARIS, FRANCE

FINISHED

I. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

FINISHED

III. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

FINISHED

IV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

OCTOBER 08 - 09, 2019
NEW YORK, UNITED STATES

FINISHED

V. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 12 - 13, 2019
ROME, ITALY

FINISHED

VI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

FEBRUARY 13 - 14, 2020
LONDON, UNITED KINGDOM

FINISHED

VII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

FINISHED

VIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

MAY 11 - 12, 2020
ISTANBUL, TURKEY

FINISHED

IX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

JUNE 05 - 06, 2020
SAN FRANCISCO, UNITED STATES

FINISHED

X. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

JULY 20 - 21, 2020
PARIS, FRANCE

FINISHED

XI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

AUGUST 10 - 11, 2020
NEW YORK, UNITED STATES

FINISHED

XII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

SEPTEMBER 10 - 11, 2020
TOKYO, JAPAN

FINISHED

XIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

SEPTEMBER 16 - 17, 2020
ZÜRICH, SWITZERLAND

FINISHED

XIV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

OCTOBER 21 - 22, 2020
BARCELONA, SPAIN

FINISHED

XV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 02 - 03, 2020
SAN FRANCISCO, UNITED STATES

FINISHED

XVI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 12 - 13, 2020
ISTANBUL, TURKEY

FINISHED

XVII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 19 - 20, 2020
SINGAPORE, SINGAPORE

Previously Published Papers on "Chinese Language Conference"

  • Learning Mandarin Chinese as a Foreign Language in a Bilingual Context: Adult Learners’ Perceptions of the Use of L1 Maltese and L2 English in Mandarin Chinese Lessons in Malta
    Authors: Christiana Gauci-Sciberras, Keywords: Chinese, bilingual, pedagogical purpose of L1 and L2, CFL acquisition. DOI:10.5281/zenodo. Abstract: The first language (L1) could be used in foreign language teaching and learning as a pedagogical tool to scaffold new knowledge in the target language (TL) upon linguistic knowledge that the learner already has. In a bilingual context, code-switching between the two languages usually occurs in classrooms. One of the reasons for code-switching is because both languages are used for scaffolding new knowledge. This research paper aims to find out why both the L1 (Maltese) and the L2 (English) are used in the classroom of Mandarin Chinese as a foreign language (CFL) in the bilingual context of Malta. This research paper also aims to find out the learners’ perceptions of the use of a bilingual medium of instruction. Two research methods were used to collect qualitative data; semi-structured interviews with adult learners of Mandarin Chinese and lesson observations. These two research methods were used so that the data collected in the interviews would be triangulated with data collected in lesson observations. The L1 (Maltese) is the language of instruction mostly used. The teacher and the learners switch to the L2 (English) or to any other foreign language according to the need at a particular instance during the lesson.
  • Language Policy as an Instrument for Nation Building and Minority Representation: Supporting Cases from South Asia
    Authors: Kevin You, Keywords: Language policy, South Asia, nation building, Artificial states. DOI:10.5281/zenodo. Abstract: Nation-building has been a key consideration in ethno-linguistically diverse post-colonial ‘artificial states’, where ethnic tensions, religious differences and the risk of persecution of minorities are common. Language policy can help with nation-building, but it can also hinder the process. An important challenge is in recognising which language policy to adopt. This article proposes that the designation of a widely used lingua franca as a national language (in an official capacity or otherwise) - in a culturally, ethnically and linguistically diverse post-colonial state - assists its nation-building efforts in the long run. To demonstrate, this paper looks at the cases of Sri Lanka, Indonesia and India: three young nations which together emerged out of the Second World War with comparable colonial experiences, but subsequently adopted different language policies to different effects. Insights presented underscore the significance of inclusive language policy in sustainable nation-building in states with comparable post-colonial experiences.
  • A Surrealist Play of Associations: Neoliberalism, Critical Pedagogy and Surrealism in Secondary English Language Arts
    Authors: Stephanie Ho, Keywords: Arts-informed pedagogies, language arts, literature, Surrealism. DOI:10.5281/zenodo. Abstract: This project utilizes principles derived from the Surrealist movement to prioritize creative and critical thinking in secondary English Language Arts (ELA). The implementation of Surrealist-style pedagogies within an ELA classroom will be rooted in critical, radical pedagogy, which addresses the injustices caused by economic-oriented educational systems. The use of critical pedagogy will enable the subversive artistic and political aims of Surrealism to be transmitted to a classroom context. Through aesthetic reading strategies, appreciative questioning and dialogue, students will actively critique the power dynamics which structure (and often restrict) their lives. Within the ELA domain, cost-effective approaches often replace the actual “arts” of ELA. This research will therefore explore how Surrealist-oriented pedagogies could restore imaginative freedom and deconstruct conceptual barriers (normative standards, curricular constraints, and status quo power relations) in secondary ELA. This research will also examine how Surrealism can be used as a political and pedagogical model to treat societal problems mirrored in ELA classrooms. The stakeholders are teachers, as they experience constant pressure within their practices. Similarly, students encounter rigorous, results-based pressures. These dynamics contribute to feelings of powerlessness, thus reinforcing a formulaic model of ELA. The ELA curriculum has potential to create laboratories for critical discussion and active movement towards social change. This proposed research strategy of Surrealist-oriented pedagogies could enable students to experiment with social issues and develop senses of agency and voice that reflect awareness of contemporary society while simultaneously building their ELA skills.
  • Tibyan Automated Arabic Correction Using Machine-Learning in Detecting Syntactical Mistakes
    Authors: Ashwag O. Maghraby, Nida N. Khan, Hosnia A. Ahmed, Ghufran N. Brohi, Hind F. Assouli, Jawaher S. Melibari, Keywords: Arabic Language acquisition and learning, natural language processing, morphological analyzer, part-of-speech. DOI:10.5281/zenodo. Abstract: The Arabic language is one of the most important languages. Learning it is so important for many people around the world because of its religious and economic importance and the real challenge lies in practicing it without grammatical or syntactical mistakes. This research focused on detecting and correcting the syntactic mistakes of Arabic syntax according to their position in the sentence and focused on two of the main syntactical rules in Arabic: Dual and Plural. It analyzes each sentence in the text, using Stanford CoreNLP morphological analyzer and machine-learning approach in order to detect the syntactical mistakes and then correct it. A prototype of the proposed system was implemented and evaluated. It uses support vector machine (SVM) algorithm to detect Arabic grammatical errors and correct them using the rule-based approach. The prototype system has a far accuracy 81%. In general, it shows a set of useful grammatical suggestions that the user may forget about while writing due to lack of familiarity with grammar or as a result of the speed of writing such as alerting the user when using a plural term to indicate one person.
  • School and Teacher Level Predictors for Students’ Information Literacy in Chinese Rural and Urban Education
    Authors: Liqin Yu, Di Wu, Sha Zhu, Keywords: Information literacy, Chinese secondary school students, rural school, urban school. DOI:10.5281/zenodo. Abstract: This study aimed to investigate the level of secondary school students’ information literacy in China and examine the contribution of school and teacher level factors on students’ information literacy between rural and urban schools. A total of 598 schools, 56415 students and 18286 teachers participated in this study. The findings of this study were as follows: (1) the overall of secondary schools students’ information literacy only reached an average level and urban school students’ information literacy were significantly higher than that of rural school students; (2) In rural schools, teachers’ ICT collaboration was a positive predictor for students’ information literacy, while teachers’ ICT use for learning was identified as a negative predictor of students’ information literacy; (3) In urban schools, ICT management, ICT operation and teachers’ ICT self-efficacy were found to be significantly associated with students’ information literacy. Based on the findings, suggestions for improving students’ information literacy between rural and urban schools were discussed.
  • Under the ‘Fourth World’: A Discussion to the Transformation of Character-Settings in Chinese Ethnic Minority Films
    Authors: Sicheng Liu, Keywords: Fourth world, Chinese ethnic minority films, ethnicity and culture reflection, mother tongue (muyu), highlighting to individual spirits. DOI:10.5281/zenodo.3566371 Abstract: Based on the key issue of the current fourth world studies, the article aims to analyze the features of character-settings in Chinese ethnic minority films. As a generalizable transformation, this feature progresses from a microcosmic representation. It argues that, as the mediation, films note down the current state of people and their surroundings, while the ‘fourth world’ theorization (or the fourth cinema) provides a new perspective to ethnic minority topics in China. Like the ‘fourth cinema’ focusing on the depiction of indigeneity groups, the ethnic minority films portrait the non-Han nationalities in China. Both types possess the motif of returning history-writing to the minority members’ own hand. In this article, the discussion entirely involves three types of cinematic role-settings in Chinese minority themed films, which illustrates that, similar to the creative principle of the fourth film, the themes and narratives of these films are becoming more individualized, with more concern to minority grassroots.
  • How Children Synchronize with Their Teacher: Evidence from a Real-World Elementary School Classroom
    Authors: Reiko Yamamoto, Keywords: Movement synchrony, teacher–child relationships, English as a foreign language, EFL learning. DOI:10.5281/zenodo. Abstract: This paper reports on how synchrony occurs between children and their teacher, and what prevents or facilitates synchrony. The aim of the experiment conducted in this study was to precisely analyze their movements and synchrony and reveal the process of synchrony in a real-world classroom. Specifically, the experiment was conducted for around 20 minutes during an English as a foreign language (EFL) lesson. The participants were 11 fourth-grade school children and their classroom teacher in a public elementary school in Japan. Previous researchers assert that synchrony causes the state of flow in a class. For checking the level of flow, Short Flow State Scale (SFSS) was adopted. The experimental procedure had four steps: 1) The teacher read aloud the first half of an English storybook to the children. Both the teacher and the children were at their own desks. 2) The children were subjected to an SFSS check. 3) The teacher read aloud the remaining half of the storybook to the children. She made the children remove their desks before reading. 4) The children were again subjected to an SFSS check. The movements of all participants were recorded with a video camera. From the movement analysis, it was found that the children synchronized better with the teacher in Step 3 than in Step 1, and that the teacher’s movement became free and outstanding without a desk. This implies that the desk acted as a barrier between the children and the teacher. Removal of this barrier resulted in the children’s reactions becoming synchronized with those of the teacher. The SFSS results proved that the children experienced more flow without a barrier than with a barrier. Apparently, synchrony is what caused flow or social emotions in the classroom. The main conclusion is that synchrony leads to cognitive outcomes such as children’s academic performance in EFL learning.
  • Deciphering Chinese Calligraphy as the Architectural Essence of Tao Fong Shan Christian Center in Hong Kong
    Authors: Chak Kwong Lau, Keywords: Chinese calligraphy, Hong Kong architecture, Hong Kong calligraphy, Johannes Prip-Møller, Karl Ludvig Reichelt, Norwegian missionary, Tao Fong Shan Christian Center, traditional Chinese architecture, contextual Christian spirituality, Chinese arts and culture. DOI:10.5281/zenodo.3300378 Abstract: Many buildings in Hong Kong are graced with enchanting works of Chinese calligraphy. An excellent example is Tao Fong Shan Christian Center founded by a Norwegian missionary, Karl Ludvig Reichelt (1877-1952) in 1930. Adorned with many inspiring works of Chinese calligraphy, the center functions as a place for the study of Christianity where people of different religions can meet to have religious discussions and intellectual exchanges. This paper examines the pivotal role played by Chinese calligraphy in creating a significant context for the center to fulfill her visions and missions. The methodology of this research involves stylistic and textual analyses of works of calligraphy, in particular through an examination and interpretation of their extended meanings in terms of architectural symbology and social and cultural contexts. Findings showed that Chinese calligraphy was effectively used as a powerful vehicle for a purposeful development of contextual Christian spirituality in Hong Kong.
  • ‘Daily Speaking’: Designing an App for Construction of Language Learning Model Supporting ‘Seamless Flipped’ Environment
    Authors: Zhou Hong, Gu Xiao-Qing, Lıu Hong-Jiao, Leng Jing, Keywords: Seamless learning, flipped classroom, seamless-flipped environment, language learning model. DOI:10.5281/zenodo.3299699 Abstract: Seamless learning is becoming a research hotspot in recent years, and the emerging of micro-lectures, flipped classroom has strengthened the development of seamless learning. Based on the characteristics of the seamless learning across time and space and the course structure of the flipped classroom, and the theories of language learning, we put forward the language learning model which can support ‘seamless flipped’ environment (abbreviated as ‘S-F’). Meanwhile, the characteristics of the ‘S-F’ learning environment, the corresponding framework construction and the activity design of diversified corpora were introduced. Moreover, a language learning app named ‘Daily Speaking’ was developed to facilitate the practice of the language learning model in ‘S-F’ environment. In virtue of the learning case of Shanghai language, the rationality and feasibility of this framework were examined, expecting to provide a reference for the design of ‘S-F’ learning in different situations.
  • Analyzing Environmental Emotive Triggers in Terrorist Propaganda
    Authors: Travis Morris, Keywords: Emotive triggers, environmental security, natural language processing, propaganda analysis. DOI:10.5281/zenodo. Abstract: The purpose of this study is to measure the intersection of environmental security entities in terrorist propaganda. To the best of author’s knowledge, this is the first study of its kind to examine this intersection within terrorist propaganda. Rosoka, natural language processing software and frame analysis are used to advance our understanding of how environmental frames function as emotive triggers. Violent jihadi demagogues use frames to suggest violent and non-violent solutions to their grievances. Emotive triggers are framed in a way to leverage individual and collective attitudes in psychological warfare. A comparative research design is used because of the differences and similarities that exist between two variants of violent jihadi propaganda that target western audiences. Analysis is based on salience and network text analysis, which generates violent jihadi semantic networks. Findings indicate that environmental frames are used as emotive triggers across both data sets, but also as tactical and information data points. A significant finding is that certain core environmental emotive triggers like “water,” “soil,” and “trees” are significantly salient at the aggregate level across both data sets. All environmental entities can be classified into two categories, symbolic and literal. Importantly, this research illustrates how demagogues use environmental emotive triggers in cyber space from a subcultural perspective to mobilize target audiences to their ideology and praxis. Understanding the anatomy of propaganda construction is necessary in order to generate effective counter narratives in information operations. This research advances an additional method to inform practitioners and policy makers of how environmental security and propaganda intersect.