A Study of the Teaching and Learning of Classical Chinese for Thai Students

Abstract

This article aims to review research related to the teaching and learning of Classical Chinese for international students by synthesizing key issues concerning learner characteristics, teachers’ roles, and instructional approaches. The findings indicate that although students recognize the value and importance of Classical Chinese as the foundation of modern Chinese and as a means of accessing Chinese culture, the difficulty of the content, linguistic differences, and lecture-based teaching methods have led many learners to lack learning motivation. Most studies advocate a learner-centered approach, flexible instructional design, the integration of Classical Chinese with modern Chinese, the use of diverse activities and teaching materials, and the appropriate integration of language, culture, and history. In addition, teachers are encouraged to continuously develop their professional knowledge and instructional skills. In the Thai context, this article highlights the necessity of developing instructional models for Classical Chinese that align with Thai students’ language proficiency, motivation, and learning environments, in order to promote meaningful learning, reduce difficulties arising from complex content, and sustainably enhance learners’ overall Chinese language proficiency.