Chinese-speaking Students in Universities: Challenges and Pedagogical Approaches
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As the number of native speakers of Chinese studying overseas grows, their command of English has become an important factor in their success. However, although an extensive research literature addresses the challenges faced by beginners in learning English, relatively few studies have explored the specific issues encountered by those who have been studying English for much of their lives. This study aims to identify common issues and challenges in English language learning for Chinese ESL/EFL students in undergraduate business programs outside of China. Moreover, it explores the possible causes of these systematic issues and offers recommendations for practices that may help to mitigate their negative effects. The results of this study show that even though native speakers of Chinese have spent over a decade learning and studying English, they also face the challenges and difficulties as university-level learners. The findings are akin to the previous scholarship and literature identified in the past.
Abstract
As the number of native speakers of Chinese studying overseas grows, their command of English has become an important factor in their success. However, although an extensive research literature addresses the challenges faced by beginners in learning English, relatively few studies have explored the specific issues encountered by those who have been studying English for much of their lives. This study aims to identify common issues and challenges in English language learning for Chinese ESL/EFL students in undergraduate business programs outside of China. Moreover, it explores the possible causes of these systematic issues and offers recommendations for practices that may help to mitigate their negative effects. The results of this study show that even though native speakers of Chinese have spent over a decade learning and studying English, they also face the challenges and difficulties as university-level learners. The findings are akin to the previous scholarship and literature identified in the past.
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