Abstract: The complex language environment of Singapore provides a rich language resource. However, due to the influence of traditional thinking, Chinese language teaching has not maximised this language resource but keeps the different languages (in our context, English and Chinese) separate so as to prevent language mixing and resultant errors. However, in a multi-lingual society, code-switching is common and cannot be avoided. This essay suggests to make good use of English, which the students are more proficient, to learn Chinese, which they find difficult. This approach is consistent with the recent idea of "translanguaging". Relevant issues are discussed.

Keywords: translation, code-switching, code-mixing, translanguaging

Abstract: Open-ended oral tasks pose challenges for automated spoken language assessment. The large language models (LLMs) may offer a potential solution to this problem. This study designed and developed an automated feedback tool, named ArguFeedback1.0, based on the GPT-4 to provide scoring and feedback for Singapore Chinese students' open-ended oral reports. By comparing the scoring and feedback from the LLM with those from teachers, the study found that the discrepancy in scoring between the LLM and teachers was more significant than between teachers. However, the consistency in grade levels between the LLM and teachers was relatively high, indicating that the LLM could score open-ended oral tasks. Regarding feedback, the LLM can generate effective feedback at the task, process, self-regulation, and affective levels. However, each had its emphasis: the LLM can generate more comprehensive feedback based on text, but its affective feedback was limited to the linguistic level; teachers provided feedback based on experience, focusing more on emotional and humanistic interaction. The study suggested implementing a collaborative human-machine evaluation model for open-ended oral tasks.

Keywords: large language model (LLM), scoring, feedback, Singapore secondary students, Chinese oral

Abstract: This study compares the differences in the use of Chinese characters in the Chinese language textbooks for primary schools, specifically between the Unified Edition of Primary School Chinese Language Textbook used in China and the Chinese language textbooks used in the National-type Chinese primary schools in Malaysia. The aim is to explore the modifications and adaptations made by textbook authors in terms of text content. Initially, a database was used to conduct statistical analysis on the use of Chinese characters in identical texts from both sets of Chinese language textbooks. Subsequently, a comparative analysis was conducted to examine the differences in the use of Chinese characters within the same texts. Finally, a detailed analysis of the types of differences was carried out. The research reveals a significant occurrence of rewriting in Chinese language textbooks for primary schools, indicating that even when the text is the same, different editors often make certain modifications to the words used.

Keywords: China, Malaysia, primary schools, Chinese language textbooks, use of Chinese characters

Abstract: The purpose of this study is to explore the development of Chinese word lists to support primary and secondary Chinese teachers in international schools in organising activities through three aspects of language learning. The word list is divided into two categories: the "general Chinese word list" and "academic word list", and different developmental methodologies are adopted respectively. The "general Chinese word list" is mainly based on native and non-native Chinese word lists, word frequency lists, and informed by quantitative indicators such as word frequency and coverage rate. Additionally, qualitative dimensions such as the characteristics of Chinese characters and words, and learners' cognitive patterns, are also taken into account. This mixed approach ultimately results in a total of 11,940 words being identified and included in the "general Chinese word list". The "academic word list" mainly draws from the compulsory education textbooks approved by the Ministry of Education of the People's Republic of China, and adopts the "individual text driven" paradigm to determine discipline-specific vocabulary by analysing word coverage within the textbooks. This process helps in forming teaching vocabulary for three major subject groups: Chinese language and literature, science, and humanities.

Keywords: international schools, Chinese curriculum in primary and secondary schools, aspects of language learning, general Chinese word list, academic word list