A qualitative study on learning trajectories of non-native Chinese instructors as successful Chinese language learners

Abstract

This paper reports a qualitative study on the Chinese language learning trajectories of non-native Chinese instructors as successful Chinese language learners. While some literature has been found on studying good learners of English and other languages, there is a lack of research on studying good learners of the Chinese language, especially on their life-long Chinese learning process. Six active instructors teaching Chinese at K-12 schools or universities in the United States, whose native language is English, were interviewed on a one-on-one basis with an auto/biographical approach. This approach, as one type of narrative inquiries under a qualitative paradigm, has been increasingly used in the study of English language learners. Findings of the study include that the six participants all had experiences studying in Greater China, and all held lifelong learning attitude as well as demonstrated various self-regulation strategies with strong self-motivation and dedication. While they all took Chinese classes at college, only two of them studied prior to college, which is encouraging for Chinese learners who were unable to learn Chinese from an early age. This study helps to fill the gap in literature on good language learners of Chinese, and provides educational implications for Chinese language learners, instructors, researchers, and other stakeholders.

Learning Communicative Mandarin Using Graphic Organisers

“…The findings revealed that good students will use various learning strategies to self-regulate their learning (Liu & Wang, 2018). The research also supported by previous studies of Wu (2007); Lew (2020); Yee et al (2021) revealing that good Malay students learnt Mandarin through the practice and application of Mandarin, which belongs to two learning strategies namely cognitive strategies and social strategies.…”

“…Some researchers have referred to and adopted Oxford's learning strategies on how leaners can improve their language proficiency and achievement in the Mandarin language as a second or foreign language via language learning strategies approaches. Liu and Wang (2018) demonstrated that good students in learning Mandarin were actively involved in the language learning process and found ways to overcome linguistic, affective, or environmental obstacles. Besides, they also use various strategies to self-regulate their learning throughout their learning careers.…”

Rules for Performing Chinese Art Songs with Bel Canto Singing Techniques

“…It is easier to learn by mapping the lyrics of the songs to be performed in the Chinese Pinyin and Italian tables, and this method has been verified by the success of the recital. The results also show that Bel canto singing techniques on performing Chinese art songs using language as a cut-in has achieved good results, which is confirmed (Lei, 2015;Li, 2016;Liu & Wang, 2018;Chen, 2019;Olabimtan, 2020;Kang & Hovy, 2021). Simultaneously, it is easier for non-native Chinesespeaking singers to use English as examples.…”

Relationship Between Attitude, Learning Orientation, Motivation, and Proficiency Degree of the Chinese Language Among Trainee Teachers

“…Learners' reaction time and d-prime results became more native-like after two months of classroom study but plateaued thereafter. Besides that, Liu and Wang (2019) included that the six participants all had experiences studying in China, and all held lifelong learning attitudes as well as demonstrated various selfregulation strategies with strong self-motivation and dedication. While they all took Chinese classes at college, only two of them studied prior to college, which is encouraging for Chinese learners who were unable to learn Chinese from an early age.…”