From Intervention to Engagement: Enhancing Participation and Acquisition Effectiveness in Chinese Second Language Learning
DOI:
https://doi.org/10.54097/qrtmtr56Keywords:
Chinese Second Language Learning, Learning Engagement, Participation, Teaching Intervention, Acquisition EffectivenessAbstract
Insufficient participation is a key bottleneck that hinders learners' acquisition effectiveness in learning Chinese as a second language (CSL). This article is supported by the theory of second language acquisition engagement and the three-dimensional model of participation, and adopts a research method that combines literature review and empirical data integration. It focuses on the transformation path from external teaching intervention to learners' active engagement, and constructs a hierarchical intervention strategy system that is suitable for CSL teaching practice. The integration of 12 domestic and international empirical research data from 2020 to 2025 shows that systematic teaching interventions can increase CSL learners' classroom participation rate by 16-25 percentage points, vocabulary acquisition efficiency by 26.8%, and oral fluency by 3.42 standard scores (p=0.001). The constructed cognitive-affective-behavioral trinity engagement promotion framework can effectively stimulate learners' intrinsic motivation and realize the synergistic improvement of participation and acquisition effectiveness. This study provides a practical path and scientific evaluation tool for international Chinese language teaching, and provides empirical support and theoretical reference for improving the quality of CSL education.
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