Integrating international Chinese visualization teaching and vocational skills training: leveraging attention-connectionist temporal classification models

Abstract

The teaching of Chinese as a second language has become increasingly crucial for promoting cross-cultural exchange and mutual learning worldwide. However, traditional approaches to international Chinese language teaching have limitations that hinder their effectiveness, such as outdated teaching materials, lack of qualified instructors, and limited access to learning facilities. To overcome these challenges, it is imperative to develop intelligent and visually engaging methods for teaching international Chinese language learners. In this article, we propose leveraging speech recognition technology within artificial intelligence to create an oral assistance platform that provides visualized pinyin-formatted feedback to learners. Additionally, this system can identify accent errors and provide vocational skills training to improve learners’ communication abilities. To achieve this, we propose the Attention-Connectionist Temporal Classification (CTC) model, which utilizes a specific temporal convolutional neural network to capture the location information necessary for accurate speech recognition. Our experimental results demonstrate that this model outperforms similar approaches, with significant reductions in error rates for both validation and test sets, compared with the original Attention model, Claim, Evidence, Reasoning (CER) is reduced by 0.67%. Overall, our proposed approach has significant potential for enhancing the efficiency and effectiveness of vocational skills training for international Chinese language learners.

Keywords

• International Chinese language teaching
• Vocational skills training
• Artificial intelligence
• Speech recognition