Abstract
Learning to read and write Chinese is seen as one of the most challenging aspects for Chinese as a foreign language (CFL) students, particularly those whose first language has an alphabetic writing system. The selection and orchestration of learning strategies is understood to be a key part of successful language learning and studies have investigated some of the strategies that CFL students employ. Some of these have suggested the need for strategy instruction, but there is little guidance for teachers who want to support their learners. This paper reports on a mixed-methods study investigating the range of strategies employed by CFL students to develop a framework for instruction. Interviews were conducted with 12 students to gain a deeper understanding of how and why students engaged in character learning outside the classroom. The qualitative data were then used in the design of a survey investigating strategy use by different types of learners. Responses were received from 117 students with a range of first languages and at different levels of Chinese learning experience and proficiency. Quantitative analysis of the survey data reveals the most used strategies by a highly motivated group of learners. A preliminary framework for strategy instruction is proposed based on the key findings.
Author Information
Wenxin Zhang, Enlight International Education LTD, United Kingdom
Amanda Mason, Liverpool John Moores University, United Kingdom
Paper Information
Conference: ECLL2023
Stream: Psychology of the learner
This paper is part of the ECLL2023 Conference Proceedings (View)
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To cite this article:
Zhang W., & Mason A. (2023) A Preliminary Framework for Teaching Strategies to Chinese as a Foreign Language (CFL) Students for Character Learning ISSN: 2188-112X The European Conference on Language Learning 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-112X.2023.20
To link to this article: https://doi.org/10.22492/issn.2188-112X.2023.20
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