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王静

普林斯顿大学，美国

 

摘要

“描述”是外语能力标准要求高级水平外语学习者掌握的三种语言功能之一。然而，通过分析美国两本具有代表性的中高级教材中的描述性语言，我们发现中文教材在话题选择和语言功能的分布上呈现出重叙议而轻描述的倾向 ；教学活动对学生描述能力的训练也相对缺乏。因此，本研究在美国大学高级中文课中引入 AI 图像生成工具 DALL-E 3，根据学生语言水平和课程内容选择具有文化内涵的图片，要求学生用中文与 DALL-E 3 进行互动，并不断调整描述语言，力求使DALL-E 3 生成接近原图的图片。通过对学生使用的描述性文字和反思文章的量化及质性分析，我们发现学生的描述能力普遍低于叙述和议论的能力 ；华裔学生及具备一定中文背景的学生在描述能力上表现出明显优势。本文提出的基于 DALL-E 3 训练学生描述能力的教学活动是将 AI 工具引入中文教学的一次有益探索。

 

关键词

中文教学，描述， DALL-E 3，语言能力标准

 

Between Language and Images: Utilizing DALL-E 3 for Enhancing Descriptive Training in Teaching Chinese as a Second Language
 

Jing Wang

Princeton University, U.S.A.

 

Abstract

“Description” is one of the fundamental language functions for advanced level second language learners, as required by foreign language standards. However, an analysis of descriptive language in two representative intermediate-advanced Chinese textbooks in the U.S. reveals a tendency in these materials to emphasize narration and argument while ignoring description. As a consequence, instructional practices based on these materials provide relatively little training in the descriptive function. To address this issue, this study integrates the AI image generation tool DALL-E 3 into university-level advanced Chinese courses. Pictures with cultural significance were selected according to students’ language proficiency and course content, and students were tasked with interacting with DALL-E 3 in Chinese. They refined their descriptive language to enable DALL-E 3 to generate images as close as possible to the original pictures. Quantitative and qualitative analyses of students’ descriptive texts and reflective essays revealed that students’ descriptive abilities were generally weaker than their narrative and argumentative skills. Using DALL-E 3 to train students’ descriptive skills represents a valuable attempt to incorporate AI tools into Chinese language teaching.

 

Keywords

Teaching Chinese as a second language, description, DALL-E 3, language proficiency standards