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Article published In:
Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 56:1 (2021) ► pp.49–76

Staying afloat

Emic perceptions of learning Chinese characters

| SIL International
This qualitative study gives an emic account of the experiences of adult L2 learners studying Chinese characters. Using semi-structured interviews and written journals of Americans who have spent time in China, the study uncovers core experiences and common patterns, giving voice to the holistic experience of learners, including affective aspects. The results of the study show that the very complexity of Chinese characters simultaneously attracts and deters learners. Learners experience an ever-growing realization of deeper complexity and greater volume. The struggling that ensues compels learners to actively find strategies to enable them to remain afloat in the learning process: (1) breaking down the complexity, (2) managing the incoming volume, (3) finding satisfaction in using the learning, (4) leading their own learning, (5) making use of resources, and (6) maintaining their learning. Findings from this study suggest practical applications for both L2 learners and teachers of Chinese characters.
Keywords: Chinese characters, Chinese as a foreign language, language learning, learning strategies, adult language learning, Mandarin study, L2 learners
Article outline
  • 1.Learning Chinese characters
  • 2.Research design and methods
    • 2.1Research questions, limitations, and significance
    • 2.2Data collection
    • 2.3Participants
    • 2.4Methods
    • 2.5Data analysis
      • 2.5.1Transcription and importing
      • 2.5.2Initial coding
      • 2.5.3Memoing
      • 2.5.4Focused coding
      • 2.5.5Theoretical coding
    • 2.6Researcher positionality
  • 3.Research findings
    • 3.1Initial perspective: Attracted and daunted
      • 3.1.1Attracted
      • 3.1.2Daunted
    • 3.2Growing realization of deeper complexity
      • 3.2.1Multiple language skills
      • 3.2.2Multiple styles of characters
    • 3.3Struggling with enormity
    • 3.4Finding strategies to keep going
      • 3.4.1Breaking down the complexity
      • 3.4.2Managing the incoming volume
      • 3.4.3Finding satisfaction in using the learning
      • 3.4.4Leading one’s own learning
      • 3.4.5Making use of resources
      • 3.4.6Maintaining the learning
  • 4.Conclusion and practical applications
  • References
Published online: 7 December 2021
DOI logo
https://doi.org/10.1075/csl.21011.wal
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