This paper aims to study the application of comic elements in teaching Chinese as a foreign language and explore their role in enhancing learning outcomes and classroom engagement. Comics, through their visual representation of language and culture, help learners better understand and memorize Chinese knowledge. The images stimulate learners’ imagination and help them establish connections between vocabulary, grammar, and sentence patterns. With interesting storylines, humorous dialogues, and exaggerated expressions, comics encourage learners to actively participate in classroom activities. Through comics, learners can gain an understanding and appreciation of the unique aspects of Chinese culture, and foster their interest and comprehension of traditional and contemporary Chinese culture. Elements such as character images, social customs, and cultural backgrounds depicted in comics facilitate learners’ understanding and integration into Chinese society. The structure of this paper begins with an introduction highlighting the importance of teaching Chinese as a foreign language and the potential of comic elements. Subsequently, an analysis of survey results reveals learners’ attitudes and opinions toward comic-based teaching. Based on the feasibility study, specific design proposals for incorporating comic elements into Chinese language classrooms are presented. The conclusion and discussion section summarizes the research findings and explores limitations and future directions for the use of comic elements in teaching Chinese as a foreign language. Through this study, we conclude that the introduction of comic elements in Chinese language instruction enhances learners’ interest and engagement while promoting their overall language and cultural competencies. Finally, the paper concludes with a final section emphasizing the significance of integrating comic elements into teaching Chinese as a foreign language and outlining future research directions and challenges.
Ⅱ. 对外汉语教学与漫画 Ⅲ.问卷调查分析