XJTLU Annual Teaching and Learning Staff Colloquium 2015

Boundaries In Transition: Challenging Learning Spaces, Cultures And Frameworks

Boundaries In Transition: Challenging Learning Spaces, Cultures And Frameworks

Using Technological Tools To Assess Individual Contribution To Group Collaborative Projects

Using Technological Tools To Assess Individual Contribution To Group Collaborative Projects

Preparing Exam Papers In LaTeX

Preparing Exam Papers In LaTeX

Quasi-experimental Evidence Of The Effectiveness Of An Inverted Classroom

Quasi-experimental Evidence Of The Effectiveness Of An Inverted Classroom

An Investigation Of Online Teaching Method Application For Year 1 Humanities Courses At XJTLU

An Investigation Of Online Teaching Method Application For Year 1 Humanities Courses At XJTLU

Utilizing Mobile Technology In English Language Teaching And Learning

Utilizing Mobile Technology In English Language Teaching And Learning

Crossing Departmental Boundaries: Evaluating Jointly-delivered Modules In Year 1

Crossing Departmental Boundaries: Evaluating Jointly-delivered Modules In Year 1

Lessons Learnt From Teaching Practices Of Participatory Neighbourhood Planning In China

Lessons Learnt From Teaching Practices Of Participatory Neighbourhood Planning In China

Listening to Student Silence In Transnational Education

Listening to Student Silence In Transnational Education

Chinese Language Learning Strategies And Motivation

(PLENARY SESSION) Staff-student Partnership And Peer Facilitation Fostering Student Engagement And Teaching Skills Development

(PLENARY SESSION) Staff-student Partnership And Peer Facilitation Fostering Student Engagement And Teaching Skills Development

(PLENARY SESSION) Re-thinking Assessment Practices In A Digital Age

(PLENARY SESSION) Re-thinking Assessment Practices In A Digital Age

(PLENARY SESSION) Educational Technology In Transition

(PLENARY SESSION) Educational Technology In Transition

Maximising Student Learning Opportunities Through Portfolio Coursework Assessments

Maximising Student Learning Opportunities Through Portfolio Coursework Assessments

Abstract

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Presenters: Xuanying Shen, Gareth Morris, Yunyi Zhou, Yaohui Liang (Language Centre)
Key words: Chinese; Language Learning; Strategies; Motivation

Learning Chinese is a difficult proposition for many learners. This is because the language is so unique in terms of its constituent features (such as the characters and tones). For others however, especially those whose linguistic systems share similar characteristics, this is less of a challenge. The difficulty language teacher’s face though is that within any classroom, and at any given ability level, learners’ differ considerably. Not only is this the case in terms of relative linguistic backgrounds, or perhaps more obvious demographic characteristics, but also as a result of the reasons behind why learners’ have decided to study Chinese and what presently motivates them with this endeavor. With all of these aspects potentially influencing how much success learner’s experience, and also how courses are ultimately perceived and judged, this research sets out to establish what Chinese language learning strategies adult learners’ use, and whether this if affected by linguistic background and / or language proficiency. The research also seeks to explore what motivated learners to begin studying Chinese in the first place, as well as what motivates them in the more immediate term. Approached from a pragmatic paradigmatic research position, this study has modified Oxford’s (1990) Strategy Inventory for Language Learning (SILL) to collect the sought after data. Participants will be a combination of those who study the language as part of a degree programme, alongside those who have no academic commitment or reason behind enrollment per se. It is hoped that the results from this survey will help to enable the Chinese language teaching team (CLTT) at Xi’an Jiao Tong – Liverpool University (XJTLU) to potentially better customize their curriculum, materials and pedagogic approaches to learners’ (present and future) needs, preferences and interests as a result. It is also hoped that in due course this research will help to fill a language learning literature gap, and help to advance a body of knowledge, which is, as the work of Chen (2009) illustrates, compared to studies conducted into English language learning strategies and motivation, comparatively lacking.

Video

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