Classroom Learners of Chinese in Senior Secondary School: The Experience of Systemic Obstacles

Autor/in	Keynton, Janice
Titel	Classroom Learners of Chinese in Senior Secondary School: The Experience of Systemic Obstacles
Quelle	In: Australian Review of Applied Linguistics, 41 (2018) 3, S.280-306 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Foreign Countries; Second Language Learning; Chinese; High School Students; Learning Experience; Barriers; Student Attitudes; Language Attitudes; Learner Engagement; Language Tests; Exit Examinations; Rote Learning; Memorization; Study Habits; Outcomes of Education; Language Proficiency; Language Skill Attrition; Australia + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; China; Chinesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernerfahrung; Schülerverhalten; Sprachverhalten; Language test; Sprachtest; Final examination; Abschlussprüfung; Mechanisches Lernen; Gedächtnistraining; Study behavior; Study behaviour; Studienverhalten; Lernleistung; Schulerfolg; Language skill; Language skills; Sprachkompetenz; Sprachverfall; Australien
Abstract	This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options, in particular because the cohort includes large numbers of home speaker learners. In Victoria, Australia, a large part of what schools provide is dictated by the metasystem of education and the assessments at which it aims. Thus the structural deterrents to Chinese classroom learner continuation identified are within the power of government agencies to change, in order to enable more of these students to continue. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01