Learning to read and write Chinese is seen as one of the most challenging aspects for Chinese as a foreign language (CFL) students, particularly those whose first language has an alphabetic writing system. The selection and orchestration of a range of language learning strategies is understood to be a key part of successful language learning and a growing number of studies have investigated some of the strategies that CFL students employ. Some of these have suggested the need for strategy instruction, but there is little guidance for teachers who want to take a systematic approach to supporting their learners. This paper reports on a mixed-methods study investigating the range of strategies employed by CFL students in order to develop a framework for instruction. Interviews were conducted with 12 students to gain a deeper understanding of how and why students engaged in character learning outside the classroom and explore the range of strategies employed. The qualitative data were then used in the design of a survey investigating strategy use by different types of learner. Responses were received from 107 students with a range of first languages and at different levels of Chinese learning experience and proficiency. Quantitative analysis of the survey data reveals some patterns in strategy use among different categories of learner leading to a preliminary framework for strategy instruction and suggestions for pedagogical practice.

Authors:
Amanda Mason, Liverpool John Moores Univeristy, United Kingdom
Wenxin Zhang, Independent Scholar, United Kingdom

About the Presenter(s)
Dr Amanda Mason is a Senior Lecturer at Liverpool John Moores University. With a background in applied linguistics, her research interests relate to internationalisation of the curriculum and online intercultural learning.

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