A Qualitative Study on Learning Trajectories of Non-Native Chinese Instructors as Successful Chinese Language Learners

Autor/inn/en	Liu, Shijuan; Wang, Fu
Titel	A Qualitative Study on Learning Trajectories of Non-Native Chinese Instructors as Successful Chinese Language Learners
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 3 (2018), Artikel 2 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Shijuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-018-0043-5
Schlagwörter	Chinese; Second Language Learning; Second Language Instruction; Foreign Countries; Language Teachers; Learning Processes; Elementary School Teachers; Secondary School Teachers; Native Language; English; Teacher Attitudes; Lifelong Learning; Study Abroad; Learning Experience; Metacognition; Self Motivation; Learning Motivation; China + Suchen Sie Ihr Suchwort? China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Learning process; Lernprozess; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English language; Englisch; Lehrerverhalten; Life-long learning; Lebenslanges Lernen; Studies abroad; Auslandsstudium; Lernerfahrung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Motivation for studies; Lernmotivation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01