scholarly journals The Effect of Language Dominance on the Selective Attention of Segments and Tones in Urdu-Cantonese Speakers

2021 ◽  
Vol 12 ◽  
Author(s):  
Yi Liu ◽  
Jinghong Ning
Keyword(s):  
Selective Attention ◽  
Language Learning ◽  
Native Speakers ◽  
Chinese Language ◽  
Vital Role ◽  
Strategic Knowledge ◽  
Grammatical Knowledge ◽  
Language Dominance ◽  
Learning And Teaching ◽  
Chinese Language Learning

To perceive a second language (L2), non-native speakers not only have to focus on phonological, lexical, and grammatical knowledge, but also need to develop a good mastery of L2 strategic knowledge, including selective attention and language planning. Previous research has found that non-tonal speakers are overtly attentive to segments, while tonal language speakers give more attention to tones. However, it is unclear how different dominant language speakers distribute their attention while processing segments or tones and segments and tones stimuli in non-native speeches. The present study also aims to examine the roles of language dominance play in the designed perceptual tasks. In the current study 20 Cantonese native speakers, 18 Cantonese-dominants, and 18 Urdu-dominants participated in an attention distribution experiment in Cantonese. The results show that the Urdu-dominants retain their L1 attentional strategy in the processing of Cantonese stimuli, classifying the stimuli along segments, while the Cantonese native speakers are more attentive to tones. Moreover, the Cantonese-dominants show a perceptual flexibility as highly proficient and experienced listeners. The results reveal that language dominance plays a vital role in listeners' attention distribution. The research also supports PAM-L2 theory on bilingual. The findings of the current study can be applied to Chinese language learning and teaching and language acquisition studies.

scholarly journals A Systematic Review of Chinese Language Learning Strategies in the Past Decade (2011-2020)

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Xi Mizhe ◽  
Ng Chwee Fang ◽  
Mohd Azidan Abdul Jabar ◽  
Ilyana Jalaluddin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Empirical Studies ◽  
Chinese Language ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
Chinese Language Learning ◽  
Chinese Learning ◽  
Theoretical Paradigms

Empirical studies and literature on Chinese language learning strategies (CLLS) in China and abroad have outlined theoretical introductions and case descriptions for nearly a decade. Reportedly, studies on CLLS indicated the following characteristics: The study respondents were primarily international students in China gearing towards regionalisation, nationalisation, or localisation. Furthermore, the qualitative study method followed an empirical, comprehensive, and descriptive learning strategy, such as observations and interviews. However, although the factors influencing learning strategies were gradually becoming diversified, several study limitations were identified (uneven regional studies, insufficient research samples, single research methods, and lack of theoretical paradigms in training learning strategies). Hence, researchers needed to conduct in-depth studies and deeply perceive CLLS to promote Chinese learning and teaching.

scholarly journals Students’ intercultural sensitivity development through telecollaborative Chinese language learning on Zoom: a case study of Irish students at the beginning-level of Chinese language

2021 ◽  
pp. 279-284
Author(s):  
Mengdi Wang ◽  
Ann Devitt ◽  
Garreth Hodgins ◽  
Ciarán Bauer
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Intercultural Sensitivity ◽  
Chinese Language ◽  
Descriptive Study ◽  
Chinese Language Learning ◽  
Research Cycle ◽  
The Mean ◽  
Authentic Environment

This descriptive study presents the first research cycle with four synchronous telecollaborative language learning sessions on Zoom between Irish and Chinese teenagers. Intercultural Sensitivity Scale (ISS) post-questionnaire results show that the mean of interaction enjoyment scale is the highest compared to the other four categories, which implies that telecollaboration provides an enjoyable and authentic environment for Irish adolescent learners to experience communication with native speakers. However, low averages of ISS categories indicate some factors are at play such as short telecollaboration duration and potential technological issues. The gap between the previous needs analysis and current findings demonstrates that participants probably underestimated the challenge of engaging with Chinese native speakers, which would suggest that more scaffoldings and preparations are required for beginning-level learners before and during telecollaborations.

scholarly journals The Effects of Online Learning on Alleviating Students’ Chinese Language Learning Anxiety: A Study in a Chinese University

2021 ◽  
Vol 4 (2) ◽  
pp. p85
Author(s):  
Chen Chen
Keyword(s):  
Online Learning ◽  
International Students ◽  
Language Learning ◽  
Chinese Language ◽  
Foreign Language Anxiety ◽  
Learning And Teaching ◽  
Individual Interviews ◽  
Chinese University ◽  
Chinese Language Learning ◽  
Chinese Learning

This study aims at investigating the effects of online learning on alleviating international Chinese as a Second Language students’ foreign language anxiety. Participants of the study were 240 international students enrolled in a Chinese university, being divided into two groups. In-class Group remained their routine Chinese learning by following a traditional textbook-based approach, while Online Group employed computers and the Internet. Data collection were administrated via two questionnaires with all 240 participants, in-depth individual interviews with eight student participants and their reflective reports. This study found that online learning could relieve international students’ listening, speaking and writing anxiety, but increase students’ reading anxiety. The study also revealed the sources of students’ anxieties in Chinese learning in both contexts. Implications for the employment of the online approach in Chinese language learning and teaching for further development are made on the base of these findings. Recommendations for future studies are also provided.

Measuring Mobile Experience in Chinese Language Learning

2022 ◽  
pp. 217-231
Author(s):  
Chenxiang Elaine Ji
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Learning Experience ◽  
Research Question ◽  
Chinese Language ◽  
Mobile Technologies ◽  
Future Research ◽  
Online Questionnaire ◽  
Chinese Language Learning ◽  
Different Levels

After mapping dimensions and directions of experience in applying mobile technologies to Chinese language learning, another key task is to measure different levels of experience in terms of its dimensions and directions of learners' experience in leveraging mobile technologies, mobile learning apps in particular. Equipped with the proposed 6E-r framework of mobile experience, this chapter provides indicators and criteria in measuring mobile learning experience in applying mobile technologies to Chinese language learning around the world. This chapter also developed an online questionnaire for future research reference in order to successfully gauge the different levels of experience in applying mobile technologies to Chinese language learning. Ultimately, this chapter attempted to resolve the research question, that is, how mobile learning experience is enhanced by narrowing the gap between the normative experience and the empirical experience.

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