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余晓菲

王曦悦

祁峰 

华东师范大学，中国

 

摘要

智能聊天机器人模型 ChatGPT，因具有可以针对用户输入内容生成自然语言文本、支持连续多轮对话与上下文理解等特性，吸引了大量语言学者的关注。本文以“把”字句这一国际中文句式教学重难点为例，通过对比 ChatGPT 教学、自学和课堂教学三种不同的教学模式，借助量化对比分析的实证方法，研究 ChatGPT 作为语言教学工具的有效性。结果显示，就其应用于语言教学的路径和效能而言， ChatGPT 教学效果优于自学而逊于传统课堂教学，具体表现在记忆延时性略佳，在增强教学互动、提供个性化教学与反馈、支持教学评估等方面具有优势。受制于运行结构中语言学理论的匮乏，本文认为 ChatGPT 更适合作为辅助性教学工具进入国际中文课堂。

 

关键词

ChatGPT，句式语法，语言教学，语言智能化，教学智能化

 

An Empirical Analysis of International Chinese Sentence Grammar Teaching Based on ChatGPT

 

Xiaofei Yu

Xiyue Wang

Feng Qi

East China Normal University, China

 

Abstract

The intelligent chatbot model, ChatGPT, has garnered significant attention from linguistic scholars due to its capabilities of generating natural language text in response to user inputs, supporting continuous multi-turn dialogues, and understanding context. Taking the “ba” sentence structure, a pivotal yet challenging aspect of international Chinese language teaching, as an example, this paper investigates ChatGPT as a language teaching tool through a quantitative comparative analysis of three distinct teaching methods: ChatGPT-assisted teaching, self-study, and traditional classroom instruction. The results indicate that, in terms of its application pathways and effectiveness in language teaching, ChatGPT outperforms self-study but falls short of traditional classroom teaching. Specifically, ChatGPT demonstrates slightly better performance in terms of memory retention over time, while exhibiting certain advantages in enhancing teaching interaction, providing personalized instruction and feedback, and supporting teaching evaluation. However, constrained by the scarcity of linguistic theories embedded in its operational framework, this paper concludes that ChatGPT is better suited as an auxiliary teaching tool in international Chinese language classrooms.

 

Keywords

ChatGPT, sentence structure grammar, language teaching, language intelligentizing, intelligent teaching