Confucius China Studies Programme
The China Studies programme consists of six sub-programmes in the Humanities and Social Sciences, providing fellowships, conference grants, and publication grants for PhD students and researchers.
I. Joint Ph.D. Fellowship
II. Ph.D. in China Fellowship
III. “Understanding China” Fellowship
IV. Young Leaders Fellowship
V. International Conference Grant
VI. Publication Grant
For further details on the individual programmes please download the bi-lingual Pdf document: Confucius Institute Chinese Language Programme Structure
China Studies Program Research Topics contains a list of 100 key research projects or research areas.
Current research initiatives in the Confucius Institute
Nonverbal Reading Experiment
•What is the Nonverbal Reading Experiment about?
Nonverbal Reading Experiment is one part of the research project called Visual Approach and Semantic Activation in learning to read Chinese: How to teach creative thinking in Chinese.
•What is this research about?
Habits in language encourage habits in thought.
This research falls into the general research field of language and cognition, and cognitive psychology. It intends to explore the relationship between language experience and patterns in thinking. In brief, we could ask a question ‘do changing habits in thought shape habits in language?’
•How does it work?
This experiment starts its question with a serial of visual images to test whether experience with a language affects language-independent thought, such as thought for other language - Chinese. Participants are encouraged to establish a thinking pattern embedded with Chinese grammar. Rather than a traditional approach of characters learning into the stage of reading, this experiment activates a semantic comprehension through the visual approach under certain contexts (e.g. colour coordination, visual font style), and then to the lexical activation.
•What are the benefits of this research?
This new way of learning could stimulate foreign language learners to develop a creative approach to learning and thinking in Chinese, and to introduce Chinese reading right from the beginner’s level with no lexical acquisition. In return, this method potentially benefits the learner’s STM (Short Term Memory) and spatial encoding. It hopefully could contribute to a future practical pedagogy of teaching and learning Chinese as a foreign language.
•A big thank to…
This research is being supported by the Confucius Institute at the University of Wales: Trinity Saint David.