School of International Education, Hainan Medical University, Haikou City, 571199, Hainan Province, China.
Hainan Normal University, No. 99, Longkun South Road, Qiongshan District, Haikou, Hainan, China.
BMC Psychol. 2023 Nov 11;11(1):390. doi: 10.1186/s40359-023-01432-8.
Chinese/Mandarin language instruction to undergraduate students from non-Chinese speaking countries has become a topic of increasing interest, driven by China's influential role in global political and economic dynamics. With Mandarin being the language spoken by approximately 70% of Chinese speakers, it is not only taught within China but also in institutions around the world. While teaching any second or foreign language presents unique challenges, the specific challenges faced in Mandarin language education have not received comprehensive scrutiny, prompting the need for further investigation.
The primary objective of this study was to explore the challenges associated with teaching and learning Mandarin from the perspectives of non-native Mandarin language teachers. By adopting a qualitative (phenomenological) research approach, we aimed to uncover the multifaceted challenges that confront both educators and learners in the context of Mandarin language instruction.
The research methodology employed for this study involved the use of semi-structured interviews conducted with 15 Mandarin language teachers, who were chosen through theoretical sampling. These interviews were transcribed into text files and subsequently subjected to qualitative data analysis, which was facilitated by the use of MAQDA software. This approach allowed us to identify and categorize the various challenges and problems encountered in the teaching and learning of Mandarin.
The research findings revealed a range of challenges and problems experienced in Mandarin language education. These challenges were grouped into two primary thematic categories: psycho-linguistic and educational challenges. The linguistic challenges are deeply rooted in the distinctive features of the Mandarin language, presenting obstacles that necessitate innovative teaching strategies and materials. Educational challenges extend beyond native speaker proficiency, emphasizing the requirement for a comprehensive pedagogical skill set among instructors.
The implications of this research extend to various stakeholders in the field of Chinese/Mandarin language education, including policymakers, educators, curriculum designers, and learners. Understanding the linguistic, educational, and psychological challenges can inform the development of more effective teaching methods, curriculum design, and motivation-enhancing strategies, ultimately promoting a more successful and engaging Mandarin language learning experience for non-native speakers.
随着中国在全球政治和经济格局中影响力的不断增强，来自非华语国家的本科生学习中文/普通话的需求日益增长，因此中文/普通话教学已成为一个备受关注的话题。由于约 70%的汉语使用者说普通话，普通话不仅在中国国内教授，也在世界各地的机构教授。虽然教授任何第二语言或外语都具有独特的挑战，但普通话教学中面临的具体挑战尚未得到全面审视，因此需要进一步研究。
本研究的主要目的是从非母语普通话教师的角度探讨与普通话教学和学习相关的挑战。本研究采用定性（现象学）研究方法，旨在揭示在普通话教学背景下，教育者和学习者所面临的多方面挑战。
本研究采用半结构式访谈的方法，对 15 名普通话教师进行了研究，这些教师是通过理论抽样选择的。这些访谈被转录成文本文件，然后使用 MAQDA 软件进行定性数据分析，从而识别和分类在普通话教学和学习中遇到的各种挑战和问题。
研究结果揭示了在普通话语言教育中遇到的一系列挑战和问题。这些挑战被分为两个主要的主题类别：心理语言学和教育挑战。语言挑战深深植根于普通话的独特特征，需要创新的教学策略和材料来克服这些挑战。教育挑战不仅限于母语者的熟练程度，还强调教师需要全面的教学技能。
这项研究的影响涉及到汉语/普通话教育领域的各种利益相关者，包括政策制定者、教育者、课程设计者和学习者。了解语言、教育和心理挑战可以为制定更有效的教学方法、课程设计和增强动机的策略提供信息，最终为非母语者提供更成功和更有吸引力的普通话学习体验。
