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Word association responses in L1 and L2 to the Chinese word Yueliang (moon): implications for L2 vocabulary instruction
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Requests made by Australian learners of Chinese as a foreign language
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Linking up learners of Chinese with native speakers through WeChat in an Australian tertiary CFL curriculum
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Acquisition of word order in Chinese as a foreign language: replication and extension
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Acquisition of word order in Chinese as a foreign language: replication and extension
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A comparative study on learning strategies used by Australian CFL and Chinese EFL learners
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Abstract:
This study compared language learning strategies used by Chinese as a foreign language (CFL) learners in Australia and English as a foreign language (EFL) learners in China through Oxford’s (1990. Language learning strategies: What every teacher should know. Boston: Heinle and Heinle.) Strategy Inventory of Language Learning (SILL) questionnaire survey. Two cohorts of learners, namely Australian CFL learners (N = 101) and Chinese EFL learners (N = 100), participated in this study. It was found that the most frequently used strategies by the Chinese EFL learners were compensation strategies and the least frequently used strategies were memory strategies while the most frequently used strategies by the Australian CFL learners were social strategies and the least frequently used strategies were affective strategies. Australian female learners used slightly more strategies than male learners, but no difference was found in the strategies used by the Chinese EFL male and female learners. No significant difference was found either in the strategies used by learners of different grade levels, regardless of whether they were Chinese EFL or Australian CFL learners. Scores of some individual categories significantly differed between the three levels of the Australian CFL learners and the four levels of the Chinese EFL learners. In general the Chinese EFL learners used more strategies when compared with those used by the Australian CFL learners. Pedagogical implications of the findings were also discussed. This study contributes to the research in language learning strategies in that it considers the typological distance between learners’ L1 and the target language for the first time. It also has clarified the seemingly inconsistent findings in the literature in terms of memory strategies use by Asian learners (Chinese learners in this case): when compared with other categories of strategies, memory strategies were used the least frequently by the Chinese EFL learners; when compared with learners from other cultural backgrounds such as the Australian or American, the Chinese EFL learners used memory strategies more frequently.
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URL: https://espace.library.uq.edu.au/view/UQ:604820
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A storytelling sound file CALL task used in a tertiary CFL classroom
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Language medium and self-perceived identity: a case study on Canadian Chinese-English bilinguals
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On the features of lexical network in Chinese as a second language: a case from Chinese learners in Australia
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Measurements of Development in L2 Written Production: The Case of L2 Chinese
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Australian university students’ comprehensibility of English translated Chinese political slogans
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Focus on the forms: from recognition practice in Chinese vocabulary learning
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Measurements of development in L2 written production: The case of L2 Chinese
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Measurements of Development in L2 Written Production: The Case of L2 Chinese
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Use of a web-diary as a CALL task in teaching Chinese as a foreign language
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Jiang, Wenying. - : Languages and Cultures Network for Australian Universities (LCNAU), 2012
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