Key to the effective implementation of principled eclecticism in Chinese
language teaching is the theoretical and practical application of these
principles (Gao, 2011; Rian, 2016). Research indicates that individual
background factors such as the learner’s nationality, mother tongue,
culture, level, motivations, characteristics, and style significantly
impact Chinese language learning (Cai, 2018; Cai, 2022; Liu, 2023; Nel
& Krog, 2021; Orton & Scrimgeour, 2019; Qi et al., 2023; Qian & Yu,
2023; Sung & Wu, 2011; Zheng et al., 2023). The learner-centered
approach has become a norm in Chinese language education (Yang, 2019).
Therefore, understanding the individual backgrounds and diversities of
learners is essential for Chinese language teachers. This can be
achieved through questionnaires, interviews, and classroom observations,
which inform the design of the curriculum and the selection of teaching
methods and materials.
Addressing the learning difficulties of Chinese language learners guides
teachers in adopting effective teaching strategies to assist them in
overcoming these challenges (Yang, 2019). Through teaching, learning
sheets, homework, and quizzes, teachers can identify issues learners
face with pronunciation, vocabulary, syntax, and other areas of language
acquisition. Recording these observations serves as a crucial basis for
setting learning objectives, selecting teaching materials and methods,
and designing assessments. To achieve these aims, Chinese language
teachers need creativity, adaptability, and flexibility (Yang, 2019;
Wang, 2020; Song, 2022; Bissell & Chang, 2012; Wong, 2021; Zhong, 2022)
to effectively integrate content knowledge, teaching skills,
disciplinary teaching knowledge, and technological pedagogical content
knowledge. This comprehensive approach facilitates a positive learning
cycle and the successful application of principled eclecticism in the
classroom.
In essence, the development of a checklist for principled eclectic
Chinese language teaching is crucial. It provides a comprehensive
framework that assists Chinese language teachers in systematically and
principledly reviewing and considering the entire teaching process, from
understanding learners to integrating teaching methods, and further to
reflection and self-improvement. This contributes to enhancing the
efficacy of Chinese language teaching and the learning outcomes of
Chinese language education.