Innovation in Language Learning

There is a lack of coherence between chapters in traditional Chinese audio-visual course in non-target language environments, and the design of exercises and practices primarily focuses on language learning and cultural understanding through selected individual video materials. This inhibits proactive self-expression and constrains the quality and quantity of discourse output among learners proficient at an advanced level of Chinese proficiency. This practice provides students with ample "freedom of expression". encouraging them to actively engage in introspection regarding personal growth and societal issues, as well as promoting interdisciplinary expression through the utilization of the target language. Over a period of 4 months, students progressively prepare to produce micro-films as they participate in each chapter. In the end, each group needs to submit a micro-film, and individuals submit micro-film creation and viewed impressions. The course evaluation consists of assessments from Chinese language lecturers, film producers, as well as self-evaluations and peer evaluations conducted by the students. Guided by the Multimodality Theory and the Production-oriented Approach, the selection criteria for chapters of film and television materials are mainly considered from three aspects: (1) thematic coverage, encompassing subjects such as economics, culture, politics, and natural sciences; (2) alignment with the various stages of micro-film creation, namely pre-production, shooting, and post-production; and (3) the difficulty of the materials, which is determined by factors such as pacing, average sentence length, and the HSK level of new words. The exercises in the chapters are designed to facilitate students in the conception of micro-films, analysis and development of roles, and training in performance skills. Research findings show that engaging in micro-film creation transforms students from passive audiences into active creators, thereby significantly igniting their enthusiasm for learning. The length of micro-film scripts written in the target language ranges from 3,000 to 7,000 words. Moreover, the enhancement of multicompetence, particularly problem-solving abilities during the project, further fortifies students' self-confidence.