Pedagogical integration of internet neologisms in chinese language teaching in university

Abstract

The rapid expansion of chinese internet neologisms presents significant challenges and opportunities for university-level chinese language teaching. As digital communication transforms vocabulary, discourse norms, and stylistic conventions, higher education must adapt its pedagogical strategies to contemporary linguistic realities. This study combines theoretical analysis of chinese and international scholarship with an examination of online media sources and a pedagogical experiment involving 100 university philology students. Traditional instructional approaches were compared with interactive methods that integrated internet neologisms into classroom activities, including media analysis and contextual interpretation. The findings indicate increased student motivation, measurable vocabulary expansion, and improved ability to infer meaning and stylistic nuance from context. The results demonstrate that systematic integration of internet neologisms into university instruction enhances linguistic competence and digital literacy while supporting students’ engagement with modern chinese discourse within an academic framework