Rethinking Higher Education/Chapter 6/en-zh

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| (zu übersetzen) |- | style="background:#eef;" | Navigating the Challenges of AI Integration in Chinese Language Teaching and Learning | 应对人工智能融入汉语教学与学习的挑战 |- | style="background:#eef;" | Fang Lu | 方露 |- | style="background:#eef;" | 'Abstract' | 摘要 |- | style="background:#eef;" | This paper explores pedagogical strategies and methods for effectively integrating AI into Chinese language teaching and learning, using case studies that analyze the challenges encountered in composition and literary translation classes. While AI has undeniably revolutionized second language acquisition by enhancing listening, speaking, reading, and writing skills in numerous ways, it also harbors several potential risks. The paper analyzes examples from student composition assignments and poetry translation exercises across various proficiency levels, from elementary to advanced. It highlights both the positive and negative effects of AI tools on students’ cognitive abilities, such as judgment, critical thinking, and creativity. Additionally, it investigates the complex dynamics between AI tools and language learners, exploring how these interactions influence the cultivation of language competence. This paper further proposes several strategies for redesigning curriculum and assessment methods to address the AI-related challenges. It aims to contribute to ongoing discussions about mitigating AI’s potential detrimental effects on second language acquisition, while also exploring ways to leverage its advancements in a more beneficial and constructive manner within the rapidly evolving landscape of AI technology. AI is a double-edged sword, and it is crucial to wield with caution and effectiveness. | 本文探讨了有效将人工智能融入中文教学与学习的教学策略与方法，通过案例研究分析作文课和文学翻译课中遇到的挑战。尽管AI不可否认的通过各种方式增强听说读写的技能，彻底改变了外语的学习，但也潜藏若干潜在风险。论文通过不同水平（初级至高级）学生的作文作业和诗歌翻译练习案例，分析AI工具对学习者判断力、批判性思维和创造力等认知能力的双重影响。同时，本文还对人工智能工具与学习者之间复杂的互动关系进行了深入调查，探讨了这些互动如何影响学生语言能力的培养。本研究旨在为“如何减轻人工智能对第二语言习得的潜在负面影响”这一持续讨论做出贡献，并探讨在迅速演进的人工智能技术浪潮中，如何以更具建设性和益处的方式利用人工智能的进步。AI是一把双刃剑，对其加以谨慎且高效的驾驭至关重要。 |- | style="background:#eef;" | Keywords: AI-assisted second language acquisition, case study approach, challenges of learner-AI interaction, language proficiency development, critical thinking skills, pedagogical strategies, risks of AI in education | 关键词：AI辅助的"第二语言习得"，案例研究方法，学习者与AI互动的挑战，语言能力发展，"批判性思维"技能，"教学策略"，"教育中AI的风险" |- | style="background:#eef;" | 'INTRODUCTION' | 引言

| style="background:#eef;" | Since the introduction of ChatGPT in November 2022, higher educational institutions have undergone a dramatic shift in their approach to AI-powered education, from initially rejection to cautious acceptance, to enthusiastic adoption accompanied by usage guidelines. Yet, at every stage, the topic of AI has consistently sparked intense debate among both university leaders and faculty members, as it has compelled them, in an unprecedented way, to reexamine the very foundation of higher education. The university mission, typically highlighted on the homepage of most institutions, is intended to guide students through a journey of intellectual transformation—cultivating critical thinking, creativity, and a deep understanding across diverse fields. Achieving these goals requires rigorous academic programs, research opportunities, and exposure to varied perspectives. Only by guiding students through these challenges can universities equip them with the knowledge and skills needed to solve complex problems, cultivate a lifelong passion for learning, and establish ethical frameworks. These foundations are essential for making meaningful contribution to society and navigating an ever-evolving global landscape. While integrating AI has brought many benefits to education, such as enhancing learning experiences, accelerating research progress and promoting innovation, it has also created significant challenges for educators—challenges that affect the core mission. These include ethical dilemmas, risks of students’ dependency on the AI tools, and more critical concerns, such as potentially diminishing students’ critical thinking skills. As new AI tools continue to evolve and become more widely used in society, it has become essential for educators to find ways to harness the AI tools effectively to support learning while also safeguarding students from potential pitfalls in this digital landscape. | 自2022年11月ChatGPT问世以来，高等教育机构在人工智能辅助教育方面的态度发生了巨大转变，从最初的排斥到谨慎接受，再到热情采纳并辅以使用指南。然而，在每个阶段，人工智能的话题都一直在大学领导和教职员工之间引发激烈的辩论，因为它以一种前所未有的方式，迫使他们重新审视高等教育的立足根基。大学的使命，通常在大多数院校的主页上被重点提及，旨在引导学生踏上智力转型之旅——批判性思维、创造力和对不同领域的深刻理解。实现这些目标需要严谨的学术项目、科研机会以及对多元视角的接触。只有通过引导学生应对这些挑战，大学才能使他们具备解决复杂问题所需的知识和技能，培养终身学习的热情，并建立伦理道德框架。这些基石对于学生未来做出有意义的社会贡献以及应对不断发展的全球局势至关重要。尽管人工智能（AI）的融入为教育带来了许多好处，增强学习体验、加速研究进展和促进创新，但它同时也给教育工作者带来了巨大的挑战——这些挑战甚至冲击着大学的核心使命。其中包括伦理道德困境、学生过度依赖人工智能工具的风险，以及更关键的担忧，如可能削弱学生的批判性思维能力。随着新的人工智能工具不断发展并在社会中得到更广泛的应用，教育工作者必须找到有效利用人工智能工具支持学习的方法，同时保护学生免受这一数字领域潜在陷阱的影响。 |- | style="background:#eef;" | My study focuses on examining challenges encountered in the use of AI in Chinese language teaching and learning. Although some research studies and field practices have shown that AI can enhance Chinese teaching and learning, there remains a pressing need for empirical research to better understand the potential risks associated with its implementation. My paper presents a range of examples from elementary to advanced Chinese classes to illustrate the negative impacts that misguided use of AI tools can have on students’ cognitive abilities, such as judgement, critical thinking, and creativity. It also investigates the intricate dynamics between AI tools and learners, exploring how these interactions influence the cultivation of students’ language competence. This paper further proposes several strategies for redesigning curriculum and assessment methods to address the AI-related challenges. It aims to contribute to ongoing discussions about mitigating AI’s potential detrimental effects on second language acquisition, while also exploring ways to leverage AI advancements in a more beneficial and constructive manner within the rapidly evolving landscape of AI technology. AI is a double-edged sword, and it is crucial to wield with caution and effectiveness. | 本研究聚焦于探讨在中文教学与学习中使用人工智能（AI）所面临的挑战。尽管部分研究与教学实践表明人工智能能够提升中文教学质量，但目前仍迫切需要实证研究，以更深入地了解其应用过程中伴随的潜在风险。本文通过列举从初级到高级中文课堂的一系列案例，阐明了盲目或误用人工智能工具可能对学生认知能力（如判断力、批判性思维和创造力）造成的负面影响。同时，本文还对人工智能工具与学习者之间复杂的互动关系进行了深入调查，探讨了这些互动如何影响学生语言能力的培养。此外，本文进一步提出了几种重新设计课程与评估方法的策略，以应对人工智能带来的挑战。本研究旨在为“如何减轻人工智能对第二语言习得的潜在负面影响”这一持续讨论做出贡献，并探讨在迅速演进的人工智能技术浪潮中，如何以更具建设性和益处的方式利用人工智能的进步。AI是一把双刃剑，对其加以谨慎且高效的驾驭至关重要。 |- | style="background:#eef;" | The cases I selected for this study are from early Spring 2023, a period when the AI tools were just beginning to gain popularity on campus. As some researches have already pointed out, „despite the buzz across academia about ChatGPT and other generative AI tools,” faculty members have been slower to adopt AI tools compared to students. This gap allowed some students to apply the AI tools to complete homework and exams without being aware of the potential consequences. This caught many faculty members, myself included, by surprise. | 本研究中我所选取的案例源自 2023 年早春，那正是人工智能工具刚开始在校园里风靡的时期。正如一些研究所指出的那样，“尽管学术界对 ChatGPT 和其他生成式人工智能工具议论纷纷”，但与学生相比，教师采纳人工智能工具的速度要慢得多。 这一差距使得一些学生在尚未意识到潜在后果的情况下，就已经开始使用人工智能工具来完成作业和考试了。这让许多教师（包括我自己在内）都感到始料未及。 |- | style="background:#eef;" | 'CASE STUDIES I: An Example of an Elementary Chinese Writing Assignment' | 案例研究一：一个初级中文写作作业示例 |- | style="background:#eef;" | THE FIRST CASE I selected is a writing assignment for students in their second semester of Elementary Chinese, with approximately seven months of study. This assignment asks them to compare lunar New Year celebrations in Beijing (a topic covered in the textbook) with Christmas celebrations in the United States. Students are required to write a minimum of fifteen sentences, making sure to incorporate a wide variety of grammar patterns and vocabulary from recent lessons. They are also encouraged to draw on personal experiences of celebrating Christmas to contrast with the lunar New Year celebrations in Beijing described in the textbook. Students are given two days in advance to prepare for the assignment, However, on the test day, they must write their compositions by hand without using any reference materials. Below are two compositions submitted by students A and B, selected as case studies for this research. | 我选取的第一个案例是二年级初级中文学生的写作作业，这些学生已学习了约七个月的中文。该作业要求他们比较北京的农历新年庆祝活动（教材中涉及的主题）与美国的圣诞节庆祝活动。学生需要写至少十五个句子，确保使用近期课程中学到的各种语法句式和词汇。同时，作业也鼓励他们结合自己庆祝圣诞节的个人经历，与教材中所描述的北京农历新年活动形成对比。学生有两天的准备时间，但在考试当天必须在不使用任何参考资料的情况下手写作文。以下是学生A和学生B提交的两篇作文，被选为本研究的案例。 |- | style="background:#eef;" | 'Student A’s composition: ' | 学生A的作文： |- | style="background:#eef;" | The typed version of Student A’s composition is as follows (with those errors corrected and highlighted): | 学生A的作文打印版如下（已纠正错误并高亮标注）： |- | style="background:#eef;" | 北京和美国都有很多很好玩儿的过节（节日）。可是，北京最有名的过节（节日）跟美国的不一样。在北京，每个人都很喜欢过新年，过北京新年的时候，主要吃的是烤鸭和涮羊肉。新年的时候，每个饭馆都很忙，因为很多北京人要跟朋友们一起去吃饭。新年晚上的时候，很多北京人喜欢锻炼身体或者吃（听）音乐会。北京人过新年跟美国人过圣诞节一样喜欢送人礼物。在美国，我过圣诞节的时候喜欢跟妈妈一起寄包裹，送给朋友和家人。我有很多家人住在New Jersey, 所以我们每年航空寄一个很大的包裹到我们家人的家。过圣诞节的时候，美国人都很喜欢吃（听）民乐，可是我们常常没（不）去吃（听）音乐会，因为十二月的天气很冷，所以美国人不愿意去吃（听）一个音乐会。我和我的朋友们都很喜欢过圣诞节。我明年想去北京跟北京人一起过北京新年！我觉得北京新年可能比美国圣诞节好玩儿多了！ | style="background:#fee;" | 波士顿学院，美国 |- | style="background:#eef;" | The English translation of Student A’s composition is as follows: | 学生A的作文英文翻译如下： |- | style="background:#eef;" | There are a lot of really fun festivals both in Beijing and in the United States. However, the most famous holiday in Beijing is different from the one in the United States. In Beijing, everyone loves to celebrate the Lunar New Year, and when you celebrate the lunar New Year, the main dishes are roast duck and shabu-shabu. Every restaurant is very busy on New Year’s Day because many Beijingers enjoy dining out with their friends. On New Year’s night, many of them like to exercise or attend concerts. Beijingers like to give gifts to people on New Year’s Day just like Americans do on Christmas. In the U.S., I enjoy sending packages with my mom to friends and family for Christmas. I have a lot of relatives living in New Jersey, so we send a large package by air to their home every year. During Christmas season, Americans love listening to folk music, but we often don’t go to concerts because it’s very cold in December, so Americans don’t want to go out. My friends and I are very fond of Christmas. I want to go to Beijing next year to celebrate the lunar New Year with the Beijingers! I believe it might be even more enjoyable than celebrating Christmas in the United States! | 北京和美国都有很多很好玩儿的过节（节日）。可是，北京最有名的过节（节日）跟美国的不一样。在北京，每个人都很喜欢过新年，过北京新年的时候，主要吃的是烤鸭和涮羊肉。新年的时候，每个饭馆都很忙，因为很多北京人要跟朋友们一起去吃饭。新年晚上的时候，很多北京人喜欢锻炼身体或者吃（听）音乐会。北京人过新年跟美国人过圣诞节一样喜欢送人礼物。在美国，我过圣诞节的时候喜欢跟妈妈一起寄包裹，送给朋友和家人。我有很多家人住在New Jersey, 所以我们每年航空寄一个很大的包裹到我们家人的家。过圣诞节的时候，美国人都很喜欢吃（听）民乐，可是我们常常没（不）去吃（听）音乐会，因为十二月的天气很冷，所以美国人不愿意去吃（听）一个音乐会。我和我的朋友们都很喜欢过圣诞节。我明年想去北京跟北京人一起过北京新年！我觉得北京新年可能比美国圣诞节好玩儿多了！ |- | style="background:#eef;" | 'Analysis: A Piece of Work Created without AI Assistance' | 分析：一篇在没有人工智能辅助下创作的作品 |- | style="background:#eef;" | Student A’s composition aligns well with the level expected of students who have studied Elementary Chinese for about seven months. She demonstrates a clear understanding of the requirements; she carefully organizes her thoughts to structure her writing. Her work incorporates a variety of recently learned grammatical structures and vocabulary, and she effectively draws on personal experiences, describing how she and her mom prepared holiday gifts and sent them to family relatives in New Jersey. Towards the end of her composition, after comparing and contrasting the holiday customs, she ultimately expresses a wish to one day experience a lunar new year celebration in Beijing. Although there are some errors, these are largely minor slips—confusions between characters with similar shapes, occasional omissions, or errors caused by misspelling typical for her level. Overall, her writing thoughtfully reflects her genuine effort to organize her ideas and utilize her language skills to the fullest. It is a well-written comparison of the ways festivals are celebrated in China and the United States. It highlights both the differences and similarities, incorporating specific personal examples to provide a more vivid understanding. This effectively meets the learning goals designed for this assignment. | style="background:#fee;" | 学生 A 的作文非常符合学习了大约七个月初级中文的学生所应达到的水平。她对写作要求展现出了清晰的理解，并仔细组织思路以构建文章结构。她的作品中融入了多种最近学到的语法结构和词汇 并且她还非常有效地结合了个人经历，描述了她和妈妈如何准备节日礼物并将其邮寄给新泽西州亲戚的过程。在作文的尾声，在对节日习俗进行对比分析之后，她表达希望有一天能在北京体验农历新年的庆祝活动。尽管文中存在一些错误，但这些大多是小失误——如形状相似的汉字混淆、偶尔的遗漏，或是该阶段学生常见的拼写（笔画）错误。 the piece employs more advanced structures and patterns typically introduced to students at a higher level. Vocabulary is nearly flawless, though it lacks the recently taught ones. Instead, a range of distinctly advanced-level vocabulary is employed throughout. | style="background:#fee;" | 学生 B 的作文随即脱颖而出，呈现出新闻报纸文章的风格。这种写作风格远比仅学习了七个月初级中文的学生所应具备的口语化（口语表达）风格要老练得多。文章中并没有使用最近学习和练习的语法模式，例如：“……的时候”；“A 跟 B 一样（或不一样）”；“A 跟 B 一起 + 动词……”；“喜欢做某事”；“因为……所以……”</ref> 而是运用了通常在更高阶段才会向学生介绍的更高级的句式和结构。。词汇的使用几乎完美，尽管其中缺乏了近期教学所涉及的词汇。 相反，整篇文章通篇使用了一系列明显属于高级阶段的词汇。 |- | style="background:#eef;" | It’s clear that this piece was completed by the student with the help of AI tools, relying heavily on AI’s capabilities while disregarding the assignment requirements discussed in class. Although two days were provided for preparation, this student used the time to input the assignment topic to AI tools such as ChatGPT and memorize the output, without adding his own reflections on the topic. (It is quite possible that he may have also struggled with knowing how to revise a piece generated by the AI.) Consequently, this piece lacks his personal insights, the grammar and vocabulary he has learned, and any reference to his own experiences of celebrating holidays. | 很明显，这篇作品是该学生在AI工具的辅助下完成的。他过度依赖人工智能的功能，却对课堂上讨论过的作业要求置若罔闻。尽管作业留出了两天的准备时间，但该学生却利用这段时间将作业题目输入到 ChatGPT 等人工智能工具中并死记硬背其输出内容，而未能对该主题融入任何自身的思考。（极有可能的情况是，他甚至不知道该如何去修改篇由人工智能生成的文章。）因此，这篇作品既缺乏他个人的独特见解，也没有运用他所学过的语法和词汇，更未提及任何关于他自身庆祝节日的个人经历。 |- | style="background:#eef;" | In addition to the written assignment, students were also asked to given an oral presentation on their experiences of celebrating holidays. While Student A engaged her classmates with a natural and personal recounting of her experiences, Student B, having only memorized his piece without adding his own thoughts, struggled to speak fluently. His delivery came across as awkward and uncomfortable, highlighting his lack of genuine understanding and personal connection to the topic. Meanwhile, his classmates struggled to understand him because the vocabulary and grammar he pronounced were about two levels above what they were accustomed to. | 除了书面作业外，学生们还被要求就自己庆祝节日的经历进行口头报告。学生A对于自己经历自然且个性化的描述吸引了同学们，而学生B只死记硬背了稿子，并未融入自己的想法，在表达时结结巴巴。他的陈述显得笨拙且令人不适，凸显出他对该主题缺乏真正的理解以及个人联系。与此同时，他的同学们也听得一头雾水，因为他所用的词汇和语法，比大家平时所熟知并习惯的水平高出了大约两个级别。 |- | style="background:#eef;" | 'Reflections: The Adverse Impact of AI Assistance on Second Language Acquisition' | 反思：AI辅助对外语学习的负面影响 |- | style="background:#eef;" | By comparing and contrasting these two examples, we can observe the extent to which the inappropriate use of AI tools has affected a student’s judgement, critical thinking, and creativity in the process of learning second language. Student B simply placed blind trust in AI tool’s output without first understanding the differences between spoken and writing styles in Chinese and first varying vocabulary and grammar usage at different language levels. This has exactly evidenced the concerns voiced by educators in second language acquisition after the AI-generated writing tools especially ChatGPT gained popularity. As some of them have pointed out: „the vast potential of these tools for communication across languages regardless of the user’s own skill level threatens to rob second language learners of essential learning opportunities.” This is very much like what a Chinese proverb called „拔苗助长” (a farmer pulling up standing grain to make it grow faster) has illustrated: to act hasty and employ inappropriate methods in an attempt to achieve a goal quickly, only to ultimately ruin everything instead and fail in the end. | style="background:#fee;" | 通过比较和对比这两个案例，我们可以清楚的观察到AI的不当使用在外语学习中对学生的判断力、批判性思维和创造力所造成的负面影响程度之深。学生B只是盲目信任人工智能工具的输出，完全没有提前去理解中文里口语与书面语风格的差异，也未能辨析不同语言级别在词汇和语法使用上的变化。这恰恰印证了在人工智能生成写作工具（尤其是 ChatGPT）风靡之后，外语学习领域的教育工作者们所表达的担忧。正如其中一些学者所指出的那样："这些工具在跨语言交流方面的巨大潜力，无论用户本身的水平如何都能实现跨语言交流，这极有可能剥夺外语学习者必要的学习机会。"这与中国成语“拔苗助长”所阐明的道理如出一辙：为了急于求成而采取不当的方法，结果往往适得其反，最终导致全盘皆输。 |- | style="background:#eef;" | This highlights a caution: AI tools, while offer tremendous potential in language learning through personalized tutoring and instant feedback, they may, if used inappropriately, inadvertently undermine a student’s original thought and judgment. Over-reliance on AI-powered translation tools and language learning apps may lead students to seek quick answers rather than deeply engaging with the material. Instead of forming their own sentences and ideas, students may begin to lean heavily on algorithmic suggestions provided, limiting their ability to analyze and understand the assignment designed by instructors to help them grasp linguistic nuances, grammar rules, and cultural contexts essential for mastering a new language. This dependence also reduces opportunities for organic, personal exploration of language, discouraging students from making their own linguistic discoveries. Consequently, this can stifle creativity and critical thinking, as students become less inclined to experiment with language and practice their original writing—an essential part of deepening understanding of language nuances and fostering creativity. Furthermore, the automated feedback provided by AI lacks the personalized insight and constructive criticism a human instructor offers, potentially leading to superficial learning and a reduced capacity for problem-solving and independent thinking in language acquisition. | (zu übersetzen) |- | style="background:#eef;" | 'CASE STUDIES II: An Example of Lyric Translation in Advanced Chinese Class' | (zu übersetzen) |- | style="background:#eef;" | THE SECOND CASE I selected for this study is an example of lyric translation in Advanced Chinese class. I use it to remind my students of the importance of maintaining original judgement, creativity, and critical thinking skills in the age of AI. while AI can be a valuable educational tool, it is essential for students to balance its use with opportunities for independent language exploration and self-expression. | (zu übersetzen) |- | style="background:#eef;" | The song I used is titled „东北人都是活雷锋” (All Dongbeiren are Living Leifengs). The original Chinese lyrics of the song（歌词）is as follows: | style="background:#fee;" | 北京和美国都有很多很好玩儿的过节（节日）。可是，北京最有名的过节（节日）跟美国的不一样。在北京，每个人都很喜欢过新年，过北京新年的时候，主要吃的是烤鸭和涮羊肉。新年的时候，每个饭馆都很忙，因为很多北京人要跟朋友们一起去吃饭。新年晚上的时候，很多北京人喜欢锻炼身体或者吃（听）音乐会。北京人过新年跟美国人过圣诞节一样喜欢送人礼物。在美国，我过圣诞节的时候喜欢跟妈妈一起寄包裹，送给朋友和家人。我有很多家人住在New Jersey, 所以我们每年航空寄一个很大的包裹到我们家人的家。过圣诞节的时候，美国人都很喜欢吃（听）民乐，可是我们常常没（不）去吃（听）音乐会，因为十二月的天气很冷，所以美国人不愿意去吃（听）一个音乐会。我和我的朋友们都很喜欢过圣诞节。我明年想去北京跟北京人一起过北京新年！我觉得北京新年可能比美国圣诞节好玩儿多了！ |- | style="background:#eef;" | 老张开车去东北, 撞了/ | style="background:#fee;" | 老张开车去东北, 撞了/ |- | style="background:#eef;" | 肇事司机耍流氓, 跑了/多亏一个东北人 /送到医院缝五针, 好了/ 老张请他吃顿饭/ 喝了少了他不干, 他说 /俺们这儿嘎都是东北人 /俺们这儿嘎特产高丽参 /俺们这儿嘎猪肉炖粉条 /俺们这儿嘎都是活雷锋 /俺们这儿嘎没有那种人 /撞了车了哪能不救人 /俺们这儿嘎山上有珍蘑 /那个人他不是东北人 / | style="background:#fee;" | 北京和美国都有很多很好玩儿的过节（节日）。可是，北京最有名的过节（节日）跟美国的不一样。在北京，每个人都很喜欢过新年，过北京新年的时候，主要吃的是烤鸭和涮羊肉。新年的时候，每个饭馆都很忙，因为很多北京人要跟朋友们一起去吃饭。新年晚上的时候，很多北京人喜欢锻炼身体或者吃（听）音乐会。北京人过新年跟美国人过圣诞节一样喜欢送人礼物。在美国，我过圣诞节的时候喜欢跟妈妈一起寄包裹，送给朋友和家人。我有很多家人住在New Jersey, 所以我们每年航空寄一个很大的包裹到我们家人的家。过圣诞节的时候，美国人都很喜欢吃（听）民乐，可是我们常常没（不）去吃（听）音乐会，因为十二月的天气很冷，所以美国人不愿意去吃（听）一个音乐会。我和我的朋友们都很喜欢过圣诞节。我明年想去北京跟北京人一起过北京新年！我觉得北京新年可能比美国圣诞节好玩儿多了！ |- | style="background:#eef;" | 翠花，上酸菜! | style="background:#fee;" | 翠花，上酸菜! |- | style="background:#eef;" | This song was introduced to my students when they were learning a personal essay titled „五味”, written by a renowned writer 汪曾祺 (1920-1997). This literary essay humorously explores China’s rich and distinctive culinary flavors, discussing their connection to the unique reginal/local culture and the diverse temperaments of its people. After learning about the Northeastern China’s culinary specialties and fully understanding the lyrics, students were thoroughly amused by the song. They especially enjoyed the humor woven into the lyrics and the unique rhythms created by the masterful use of sound and rhymes. | style="background:#fee;" | 这首歌是在学生学习著名作家汪曾祺（1920-1997）的散文《五味》时引入的。这篇文学散文以幽默的笔调探索了中国丰富而独特的饮食风味，讨论了这些风味与独特的地方文化和人民多样性格之间的联系。在了解了中国东北的饮食特色并充分理解歌词后，学生们被这首歌深深打动。他们特别喜欢歌词中编织的幽默以及声音和韵律的巧妙运用所创造的独特节奏。 |- | style="background:#eef;" | For their homework, students were asked with translating the lyrics of the song and bringing their versions to the next class for discussion. However, rather than completing the translation independently, all of the students used AI in some form—either during the translating process or afterward—to assist with their effort. As a result, their translations ended up being remarkably similar to one another and closely mirrored the ChatGPT-generated version we reviewed together in class. The AI’s English translation of the song is as follows: | (zu übersetzen) |- | style="background:#eef;" | To remind my students of the importance of preserving their own voices in translation, I thus provided them another English version translated by Charlie Custer in 2010: | style="background:#fee;" | 老张开车去东北, 撞了/肇事司机耍流氓, 跑了/多亏一个东北人 /送到医院缝五针, 好了/ 老张请他吃顿饭/ 喝了少了他不干, 他说 /俺们这儿嘎都是东北人 /俺们这儿嘎特产高丽参 /俺们这儿嘎猪肉炖粉条 /俺们这儿嘎都是活雷锋 /俺们这儿嘎没有那种人 /撞了车了哪能不救人 /俺们这儿嘎山上有珍蘑 /那个人他不是东北人 / |- | style="background:#eef;" | Old Zhang drove his car up north, crushed it. | (zu übersetzen) |- | style="background:#eef;" | The driver who hit him was a jerk and peaced. | (zu übersetzen) |- | style="background:#eef;" | Thanks God there was a Northeaster, | (zu übersetzen) |- | style="background:#eef;" | who took him to the hospital for five stiches, he was healed. | (zu übersetzen) |- | style="background:#eef;" | Old Zhang took him out to eat. | (zu übersetzen) |- | style="background:#eef;" | He drank a ton and wouldn’t slow down, he said…… | (zu übersetzen) |- | style="background:#eef;" | Round here, we are all Dongbeiren (Northeasters). | (zu übersetzen) |- | style="background:#eef;" | Round here, our specialty is Korean ginseng; | (zu übersetzen) |- | style="background:#eef;" | Round here, we’ve got pork noodle stew, | (zu übersetzen) |- | style="background:#eef;" | Round here, we are all living Lei Fengs. | (zu übersetzen) |- | style="background:#eef;" | Round here, we don’t have that kind of person. | (zu übersetzen) |- | style="background:#eef;" | If you hit someone with a car how can you then not help them? | (zu übersetzen) |- | style="background:#eef;" | Round here, our mountains have precious mushrooms, | (zu übersetzen) |- | style="background:#eef;" | That guy who hit you was not a Dongbeiren. | (zu übersetzen) |- | style="background:#eef;" | Cuihua, serve the suancai! | (zu übersetzen) |- | style="background:#eef;" | Students were then asked to compare the two translations and discuss which one best captured the essence and impact of the original. They were encouraged to focus on the nuance of each translation, particularly how the translators uniquely conveyed emotional subtleties, cultural context, and distinct voices and characterization of the original text. They were also reminded to assess the style of each translation: to what extent did each version preserve the original’s literary aesthetics, such as its poetic rhythm, flow, and tone? | (zu übersetzen) |- | style="background:#eef;" | After a thorough comparison, students unanimously concluded that the human-created translation from 2010 was more successful in preserving the original text’s depth, tone, and cultural subtleties. During the class discussion, some students admitted that, in their own attempts to capture the subtlety and style of the lyrics, they had come close. However, they ultimately stopped trying, feeling that the AI translation was flawless and fearing that their own efforts might introduce errors they couldn’t overcome as precisely as the AI did. | (zu übersetzen) |- | style="background:#eef;" | 'Reflections: Overcoming the Fear of Making Mistakes and the Drive for Perfectionism' | (zu übersetzen) |- | style="background:#eef;" | The case study on students translating Chinese song lyrics illustrates that the availability of AI tools capable of producing high-quality translations can reduce students’ motivation to engage in the creative process of generating original ideas or expressions. This perception nudges them toward accepting the AI version over trusting their own judgement and intuition, ultimately reducing their creative engagement in translation tasks, and preventing them from learning through mistakes. This can also lead to an increase focus on perfectionism. | (zu übersetzen) |- | style="background:#eef;" | However, as the ancient Chinese proverb reveals, „Fall into a pit, gain in wisdom” (吃一堑长一智): learning often arises from making mistakes or overcoming challenges. Making mistakes play a crucial rule in second language acquisition, offering valuable opportunities for correction and insight. They help students clarify complex grammar rules, improve vocabulary usage, and refine pronunciation nuances. Each mistake acts as a stepping stone, guiding students to hone their skills and deepen their understanding. Embracing mistakes with an open mind is actually a type of cognitive fitness, it can foster resilience, and empower students to gradually build confidence in gaining competence in their new language. | style="background:#fee;" | 然而，正如中国古语所揭示的，"吃一堑长一智"：学习往往来自于犯错或克服挑战。犯错在第二语言习得中起着至关重要的作用，提供了纠正和洞察的宝贵机会。错误帮助学生理清复杂的语法规则，改善词汇运用，并细化发音的细微之处。每一个错误都是一块垫脚石，引导学生磨练技能并加深理解。以开放的心态接受错误实际上是一种认知适应力，它可以培养韧性，赋予学生在新语言学习中逐步建立能力信心的力量。 |- | style="background:#eef;" | 'CONCLUSION: Effective Chinese Teaching and Learning in the age of AI: Building Awareness, Driving Motivation, and Redesigning for Success' | (zu übersetzen) |- | style="background:#eef;" | The landscape of education is evolving rapidly with the rise of new AI tools, requiring both faculty and students to adapt quickly to this changing learning environment. Through the above selected case studies, my research has revealed the potential detrimental effects these AI tools can have on second language acquisition. These findings emphasize the importance of encouraging students to value the learning process, including the laborious struggle and persistence required, rather than focusing on quickly finishing assignments through the use of AI tools. They also highlight the urgency to implement strategies that support students in overcoming the fear of making errors and the pressure of perfectionism, helping them avoid the development of a fixed mindset. | (zu übersetzen) |- | style="background:#eef;" | This research underscores the importance of faculty members actively promoting clearer and more effective communication with students about the use of AI tools in learning, enhancing their awareness and motivation through discussions that emphasize the value of process. Ideally, these discussions should begin at the start of each semester and continue throughout the academic year, as appropriate. | (zu übersetzen) |- | style="background:#eef;" | The study also suggests that instructors should develop specific guidelines for incorporating AI into second language courses, customized to different levels of language proficiency. To better enhance students’ critical thinking and language skills in this AI driven age, instructors should periodically revise assignments to provide them with more opportunities to practice and strengthen their critical thinking abilities, and redesign tests and exams to include more challenging elements, while also allowing opportunities for corrections and revisions. | (zu übersetzen) |- | style="background:#eef;" | AI tools has undoubtedly brought significant benefits to higher education; however, it is a double-edged sword that must be used thoughtfully and effectively. | (zu übersetzen) |- | style="background:#eef;" | 'References' | (zu übersetzen) |- | style="background:#eef;" | Coffey, L. (2023, October 12). AI buzz dominates annual ed-tech conference: Speakers and attendees at Educause expressed cautious optimism about the early days of artificial intelligence in higher ed. Inside Higher Ed. https://www.insidehighered.com/news/tech-innovation/artificial-intelligence/2023/10/12/ai-buzz-dominates-annual-ed-tech-conference | (zu übersetzen) |- | style="background:#eef;" | Coffey, L. (2023, October 31). Students outrunning faculty in AI use. Inside Higher Ed. https://www.insidehighered.com/news/tech-innovation/artificial-intelligence/2023/10/31/most-students-outrunning-faculty-ai-use | (zu übersetzen) |- | style="background:#eef;" | Custer, C. (2010). Charlie Custer. ChinaFile. https://www.chinafile.com/contributors/charlie-custer | (zu übersetzen) |- | style="background:#eef;" | Roose, K. (2023, January 12). Don’t ban ChatGPT in schools. Teach with it. The New York Times. https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html | (zu übersetzen) |- | style="background:#eef;" | Tseng, W., & Warschauer, M. (2023). AI-writing tools in education: If you can’t beat them, join them. Journal of Computer-Assisted Language Learning, 1–19. https://www.degruyter.com/document/doi/10.1515/jccall-2023-0008/html | (zu übersetzen) |- | style="background:#eef;" | Xue Cun. (2001, March 7). Lyric by Xue Cun, designed and directed by Liu Lifeng [Video]. YouTube. https://www.youtube.com/watch?v=kL3AiUVqkG0 | (zu übersetzen) |- | style="background:#eef;" | 汉译英歌曲欣赏：东北人都是活雷锋. (n.d.). OK Translation. https://www.oktranslation.com/news/twininfo19684.html | style="background:#fee;" | 肇事司机耍流氓, 跑了/多亏一个东北人 /送到医院缝五针, 好了/ 老张请他吃顿饭/ 喝了少了他不干, 他说 /俺们这儿嘎都是东北人 /俺们这儿嘎特产高丽参 /俺们这儿嘎猪肉炖粉条 /俺们这儿嘎都是活雷锋 /俺们这儿嘎没有那种人 /撞了车了哪能不救人 /俺们这儿嘎山上有珍蘑 /那个人他不是东北人 / |-

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