School of Humanities, Shangqiu Normal University, Shangqiu, 476000, Henan, China.
J Psycholinguist Res. 2024 Nov 26;53(6):75. doi: 10.1007/s10936-024-10113-5.
Chinese/Mandarin language teaching to undergraduate students from non-Chinese speaker countries has garnered significant attention due to China's pivotal role in global political and economic transformations. Mandarin, spoken by 70% of the Chinese population, is not only taught within China but also in several other countries. However, similar to teaching any second or foreign language, instructing Mandarin comes with its share of challenges, which, to the best of our knowledge, have not been thoroughly explored. To delve into these issues, we employed a qualitative (phenomenological) research approach. Data were gathered through semi-structured interviews with 15 teachers and 20 Mandarin language learners, selected using theoretical sampling. Subsequently, the interviews were transcribed into text files and analyzed utilizing qualitative data analysis software, MAXQDA. The challenges and problems identified were categorized into four primary themes: linguistic, educational, psychological, and social/political. The findings hold potential implications for Chinese/Mandarin language policymakers, educators, curriculum developers, and learners.
由于中国在全球政治和经济变革中扮演着重要角色，因此向非华语母语的本科学生教授中文/普通话引起了广泛关注。普通话是中国 70%人口的母语，不仅在中国教授，在其他几个国家也教授。然而，与教授任何第二语言或外语一样，教授普通话也存在一些挑战，据我们所知，这些挑战尚未得到彻底探讨。为了深入研究这些问题，我们采用了定性（现象学）研究方法。通过对 15 名教师和 20 名普通话学习者进行半结构化访谈收集数据，采用理论抽样进行选择。随后，将访谈转录为文本文件，并使用 MAXQDA 等定性数据分析软件进行分析。确定的挑战和问题分为四个主要主题：语言、教育、心理和社会/政治。研究结果可能对中国/普通话语言政策制定者、教育工作者、课程开发者和学习者具有启示意义。
