Earticle

초록

영어

Generative artificial intelligence (AI) is rapidly penetrating the field of language education. This development has opened new avenues for addressing a longstanding challenge in university-level Chinese vocabulary instruction, namely abundant input coupled with insufficient output and weak transferability. Adopting a design-based rather than purely empirical approach, this study focuses on Korean university students majoring in Chinese at the HSK 3–4 proficiency level and proposes an integrated AI-enhanced picture book vocabulary teaching model. The model is grounded in research on AI-assisted vocabulary learning, task-based vocabulary instruction, and multimodal and generative learning theories. Unlike many existing studies that concentrate on early literacy or AI-assisted writing in English, this study targets L2 Chinese vocabulary learning in higher education. Centered on themes such as traditional Chinese festivals, the tasks guide learners to create audio picture books using tools like ChatGPT, AI image generators, and text-to-speech software. The model combines traditional vocabulary explanation with a spiral task cycle comprising five stages: input, application, multimodal output, feedback, and internalization. To minimize over-reliance on AI-generated content and highlight learners’ authentic linguistic efforts, a comprehensive rubric and a “Language Effort Rating Form” are developed and employed. These tools integrate product-oriented and process-focused assessment approaches, thereby making learners’ language investment and revision processes visible. The study then analyzes the model’s feasibility from three dimensions: alignment with teaching objectives, technological accessibility, and teacher–learner readiness. It further provides a detailed lesson plan for the “Dragon Boat Festival (Duanwu Festival)” unit, which serves to illustrate classroom implementation procedures and task workflows. The analysis indicates that the model is highly practical under current university teaching conditions and holds significant potential for broader application. As a conceptual and design-oriented study, it offers a replicable classroom paradigm and design framework for integrating generative AI into vocabulary instruction, while also outlining clear directions for future quasi-experimental studies and classroom-based research.

목차

Abstract
1. 绪论
2. 文献综述
2.1 AI 赋能词汇与外语教学的研究现状与新动向
2.2 任务型词汇教学在对外汉语领域的发展现状
2.3 多模态学习与生成性学习理论在词汇教学中的应用
3. AI 图画书融入传统词汇教学的模式构建
3.1 模式构建的基本原则
3.2 模式的整体框架
3.3 模式的实施流程与教学环节设计
3.4 情境化教学范例：端午节单元
4. AI 图画书融入汉语词汇教学可行性分析
4.1 教学可行性分析
4.2 技术可行性分析
4.3 师生可行性分析
4.4 教学、技术与师生三维可行性的整体关系
5. 研究不足与展望
5.1 研究不足
5.2 实证研究设想
参考文献

키워드

저자

• 孙淇 [ 손기 | 釜山外国语大学 中国语专业 ]
• 李晓英 [ 이효영 | 釜山外国语大学 中国语专业 ] Corresponding Author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  Journal of China Studies

• 간기

  계간

• pISSN

  1975-5902

• eISSN

  3022-5590

• 수록기간

  2006~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 912 DDC 951