Guanda Wu, Wenli Fu

Guanda Wu

13 May, 2024

Linguistic landscape, International Chinese language education, Multimodal skills, Language awareness, Teaching practice.

This study takes international students at the intermediate level of Chinese as the research object. Through the empirical research method of combining linguistic landscape theory with classroom observation, this study mainly discusses how to apply linguistic landscape to Chinese reading courses. By assigning homework, teachers can observe how international students gradually master multimodal skills and verify the relevant theories of linguistic landscape teaching. Via the feedback of international students' assignments and end-of-term interviews, it is found that international students' views on linguistic landscape teaching have the characteristics of self-relevance, cultural specificity, and new information. based on the above research findings, suggestions are made from the perspectives of teachers, students, and textbooks on the application of linguistic landscape in International Chinese Language Education.

© 2024, the Authors. Published by ISCCAC

This is an open access article distributed under the CC BY-NC license