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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Yuk Yeung
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DOI:10.17265/1539-8072/2022.05.004
Affiliation(s)
The University of Hong Kong, Hong Kong, China
ABSTRACT
This is the author’s second consecutive year of doing the research. As the economy of China is booming, there is a rapid increase in the number of foreign students coming to The University of Hong Kong to learn Chinese. As Chinese is one of the popular subjects for them to choose, in 2019, there are around 1000 foreign students (undergraduates or exchange students) learning Chinese as a foreign language course. A language teacher is a facilitator and an instructor of Chinese learning for foreign students. However, in the real world, there are always some good language learners and some less talented language learners in one classroom. So, what is the secret of the good Chinese learners? What can the language instructors do in order to support good Chinese learners and help the less talented learners to learn Chinese? In the TESOL field, there are a lot of researches have been done by scholars. In the early 1970s, several researchers isolated and defined the concept of good language learner. But in teaching Chinese as a foreign language field, there are relatively fewer researches. So, from January 2017 to May 2019, I conducted a survey about good Chinese learners in CHIN9503 and CHIN9504 classes. The survey consisted of an interview with several questions and the author will discuss the result of a survey and its implications in this paper. This research is done in a macro way rather than micro way. Thus, this holistic research focuses on finding good Chinese learners rather than focusing on learners’ individual differences.
KEYWORDS
inner factors, outside factors and settings, features of good Chinese learners, levels of proficiency, implications of curriculum design
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