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Article published In:
Australian Review of Applied Linguistics
Vol. 45:1 (2022) ► pp.50–75

The evidence-based intervention for teaching the Chinese language in Australian classrooms

ORCID logo | The University of Melbourne
There is a lack of research on evidence-based intervention in relation to the issue of L2 variations in secondary schools. This study addresses some conceptual problems of L2, proposing a four-quadrant model of language processes. This model provides a framework to identify students’ L2 developmental stages. With an action research method, the data were collected from 126 Chinese language learners in Australia over a 4-year period (2016–2020). The main instruments were questionnaires, class observations, informal interviews, and student feedback. The findings revealed that most learners were initially motivated to learn the Chinese language in year 9, even if they were at varying stages of L2 development. While several factors were interplayed to affect their language experience, the findings underscored the implementation of a range of plausible interventions. The effectiveness of the intervention was measured by student engagement, and further backed by the retention rates of year 12 students. This study provides a beginning to the evidence base, necessary to design Chinese language interventions in Australia.
Keywords: Chinese as a second language, Languages Other Than English (LOTE) education, language intervention, language pedagogy, action research (AR)
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1The differing notions of language development
    • 2.2Key factors that affect L2 development
    • 2.3The theoretical framework for language developmental stages
  • 3.Methods
    • 3.1Study design
    • 3.2The research questions
    • 3.3Research setting and participants
    • 3.4Sampling
    • 3.5Instruments
      • 3.5.1Student background questionnaire
      • 3.5.2Classroom observation
      • 3.5.3Informal interviewing
      • 3.5.4Student feedback instruments
    • 3.6Data collection
    • 3.7Data analysis
  • 4.Findings and discussion
    • 4.1Cycle one
      • 4.1.1Learner motivation
      • 4.1.2L2 continuity and mixed-proficiency levels
      • 4.1.3Target language difficulty
      • 4.1.4The textbooks
    • 4.2Cycle two
      • 4.2.1Differentiation
      • 4.2.2Learner autonomy (LA)
      • 4.2.3A positive inclusive classroom (PIC) atmosphere
      • 4.2.4Target language difficulty
      • 4.2.5Learning resources
    • 4.3Intervention result
  • 5.Conclusion
  • 6.The limitation of the study
  • References
Published online: 24 September 2020
DOI logo
https://doi.org/10.1075/aral.20022.yan
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