Class design strategy considering lifelong education Chinese language learners--Based on the motivation for Chinese language learning

2020 ◽  
Vol 86 ◽  
pp. 253-288
Author(s):  
Buyoung Shin
2020 ◽  
Vol 10 (2) ◽  
pp. 491-509
Author(s):  
Sharon Chang

Abstract This qualitative case study explores how raciolinguistic ideology of Chinese heritage is collectively shaped in first-year non-heritage Mandarin classes in one US university, but individually told by two minoritized (ethnolinguistically marginalized) heritage learners and two non-heritage learners. Their experiences in learning Mandarin Chinese as a non-heritage language elucidate how Chinese language learners negotiate their ethnolinguistic identities in the transnational world. The stories of four Chinese language learners demonstrate how their raciolinguistic ideology is collectively shaped by a complex racialization process while negotiating their race, ethnicity, culture, language, and transnationality. The present study challenges the raciolinguistic ideologies of the institutionalized norms of defining heritage and non-heritage learners as learner-trait terms. Implications for researchers and practitioners of Language Learning Centers beyond US higher education are drawn.


2022 ◽  
pp. 1-34
Author(s):  
Zenan Chen

China's global influence has increased with its spectacular economic development. With the growing trade and cultural exchange between China and other countries, there is a rapid rising need for Chinese language learning. Although Chinese language is challenging to learn due to its different intonations, complicated shapes, and considerable significance, it still attracts more individuals, organizations, and companies. Advances in mobile technologies provide new opportunities for language learning anytime and anywhere. To meet the diverse demands of students of language learning, many scholars have studied Chinese mobile language learning and developed many mobile applications to improve language learners' skills in listening, speaking, reading, and writing by leveraging the emerging mobile technologies. This chapter reviews earlier studies on mobile technologies employed in Chinese language learning and provides recommendations for future research.


Author(s):  
Julita Wangi ◽  
Kelly Rosalin ◽  
Theresia Theresia

In the process of learning and using Chinese, Indonesia students may have grammatical errors due to negative migration of their native language. At present, there is no Mandarin grammar correction website or application that can answer the needs of Mandarin learners. Therefore, researchers want to try to provide a website chinesegrammarchecker.com that can answer the needs of Chinese language learners in Indonesia so as to facilitate Chinese language learners in mastering Chinese grammar. Hope researchers are learners can learn independently in making sentences in Chinese using proper and correct Chinese grammar. The method used in this study is a qualitative approach. The researcher will collect basic level Chinese grammar patterns in the textbooks used in the Chinese Language I courses, namely Er Ya Basic Chinese: Comprehensive Course (I) and Basic Chinese: Comprehensive Course (II). Then from these patterns user can check their sentences on this website. After the website chinesegrammarchecker.com was completed, then it was tested for several users to see the advantages and disadvantages of this website chinesegrammarchecker.com.


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