Four adults’ approaches to the learning of Chinese
The aim of this paper is to present the results of research conducted with four adult learners of Chinese, in order to throw some light on the process of learning Chinese as a second language. The term “process” is used here to refer to operations used by learners to find and/or construct meaning within the context of a particular second language classroom. “Strategy” refers to a single operation which is a feature of the process of meaning construction. Data were collected over a two year period using individual and group interviews, think aloud protocols, classroom observation and learner diaries. The students showed a number of different approaches to learning, not all of which could be classified as “good language learner” strategies. Findings relating to literacy are presented, as well as more general learner strategies. Research implications are that there is still much to be learned about what goes on in immersion classrooms, especially as regards older learners and languages with ideographic scripts.
Published online: 01 January 1997
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