Learning Mandarin Research Articles

Enhancing mandarin learning through classroom response apps: A comparison of cognitive and affective factors in touch and shaking responses

Enhancing mandarin learning through classroom response apps: A comparison of cognitive and affective factors in touch and shaking responses

High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing

The current study investigated the facilitatory effects of High Variability Phonetic Training (HVPT) in second language (L2) categorical perception (CP) of Mandarin lexical tones. It also explored whether and how individual differences in auditory processing predicted gains from such training. The participants were 32 native English-speaking adults aged over 60 years who were learning Mandarin Chinese as their L2. They were randomly divided into the HVPT group (HG) ( n = 16) and the control group (CG) ( n = 16). Their L2 CP performance was assessed through an identification task and discrimination task before training, immediately after training, and two months later. Auditory processing tests were also conducted to measure the participants’ ability to encode spectral and temporal details of sounds. Linear mixed-effects (LME) models showed that, compared to the CG, the HG exhibited a more pronounced improvement in tonal categorization. Furthermore, regression analysis confirmed that individual differences in perceptual acuity significantly predicted gains from training in L2 CP of Mandarin lexical tones.

Chinese heritage language learners' motivation and intention to continue learning Mandarin

AbstractThis study explored Chinese heritage language learners' prior Mandarin experiences and their current Mandarin‐learning experiences to reveal factors that influence their motivation and intention to continue or discontinue their Mandarin coursework. Using a Grounded Theory approach, we conducted demographic surveys and semi‐structured interviews with eight participants taking beginner‐level Mandarin courses. Following open, axial, and selective coding procedures, we developed a model portraying factors that influenced HLLs' decision to continue their enrollment in Mandarin classes. The model revealed that their decisions were fueled by ongoing appraisals via their motivational orientations, course expectations, and emotional experiences that drove their approach or avoidance focus. In particular, Mandarin high dropout rates may result from 1) HLLs' unmet course expectations, 2) lack of specific future‐oriented instrumental values, and 3) unpleasant emotional experiences within the class. The study concluded with four pedagogical implications (e.g., adopting task‐based language teaching) to sustain HLLs' motivation in college HL courses.

现代汉语介词“给”与印尼语 “untuk、kepada、oleh” 的比较

<p>The preposition word "给" is a hypothetical word widely used in modern Chinese. In Chinese grammar, the preposition word "给" has many meanings and the functions of using this word vary. Preposition words Indonesian, such as "for", "to", and "by" are similar to the preposition word "给" in modern Chinese. In this paper, we will analyze the Chinese preposition word "给" and the Indonesian preposition word "for", "to", and "by" to find out each of the functions of the word, so that we can also know the similarities and differences between them. And this can cause, Indonesian students who are learning Mandarin are confused and use it incorrectly. Indonesian students have been using their mother tongue since childhood before they learned Mandarin as their second language, so their mother tongue will definitely have an impact on learning Mandarin as the target language. For example, the order of words in sentences between the two is different, so Indonesian students in the process of learning the preposition word "给", they use it incorrectly. Therefore, for Chinese teachers, we should think about the following points in our teaching: First, as qualified Chinese teachers, we must first understand the difference between Chinese grammar system and Indonesian, so as to remind students to avoid bias at any time in teaching. Secondly, as a teacher, you must be clear about the difficulties and key points in teaching, and repeatedly explain these two points to strengthen students' impressions of these key points and the difficulties to avoid bias in the future. Of course, we must also choose comprehensive textbooks, and for the shortcomings in textbooks, teachers must try their best to make up for these shortcomings.</p>

Acculturation in China: acculturation strategies, social support, and self-assessment of Mandarin learning performance of international students in Chinese universities

ABSTRACT Acculturation strategies contribute to international students’ self-assessment of Mandarin learning (ML) performance, but the mechanism remains unclear. This study employed a convergent design of mixed methods and explored the roles of acculturation strategies and local support resources in international students’ (ISs) self-assessed ML performance in Chinese universities. The quantitative findings based on the questionnaire survey (N = 520) found that ISs’ Mandarin level was positively associated with the integration strategy and local support resources (i.e. Chinese teachers and Chinese friends). Besides, integration and marginalisation mediated the relationship between support resources and self-assessed ML performance, with integration acting as a more positive mediator compared with marginalisation. Further qualitative findings based on the longitudinal data (i.e. reflective journals) supported the positive roles of integration and local support resources in self-assessed ML performance. Moreover, this study identified how ISs improved their Mandarin through positive adjustments in their acculturation strategies (e.g. from separation to integration) and active mobilisation of local support resources. These findings provide a richer understanding of the complexity and dynamism of ISs’ self-assessed ML performance. Implications were provided for ISs and Chinese universities concerning ML and support services.

Technology integration in learning Mandarin Chinese as a foreign language in Malaysia and Germany

The use of technology in foreign language learning has gained significant attention, particularly in countries like Malaysia and Germany, where Chinese is taught as a foreign language. This paper compares how technology is integrated into Chinese language learning in these two countries, highlighting its potential to improve learning outcomes. We explore key factors such as student motivation, cultural influences, and the challenges faced by learners, providing empirical evidence on the similarities, differences, and impacts of the technologies used. Additionally, we emphasize the importance of teacher-related factors in language instruction and offer pedagogical recommendations for educators and stakeholders. Finally, we acknowledge the study's limitations and suggest areas for future research, particularly focusing on teacher adaptability in language education.

DEMOTIVATION IN MANDARIN AS A FOREIGN LANGUAGE AMONG MALAYSIAN TERTIARY STUDENTS

Background and Purpose: Demotivation has been acknowledged as a significant factor in the decrease of student enrolment and the increase in student attrition rates within the domain of Mandarin as a foreign language (MFL) learning. This study seeks to identify the causes of demotivation among learners of MFL at a public tertiary institution in Malaysia. Methodology: The study's sample consisted of 72 undergraduate students enrolled in an introductory-level MFL elective course. Data were collected using online questionnaires at the end of the academic semester. The online questionnaire consisted of two sections: the first focused on the demographic information of the participants, and the second contained open-ended questions. Participants were asked to characterize the learning experience that (1) negatively impacted their motivation and (2) caused them to feel frustrated or want to quit their MFL studies. The data was subjected to thematic analysis, and the themes from the responses were identified and categorized. Findings: The factors that contribute to demotivation can be classified into two categories: internal and external. Internal categories include psychological states such as anxiety and boredom. In contrast, external categories include test performance, course content, workload, and significant others (teachers and peers). External factors, particularly test performance, course content, and workload, have a greater impact on the demotivation of MFL learners compared to internal factors. The most frequently cited factor is test performance, primarily due to the difficulty of learning course content, particularly Chinese characters. One-third of the students in this study spent more than three hours per week on MFL learning outside of class. However, many students struggle to manage their Mandarin study time due to other academic or extracurricular obligations. Contributions: The current research offers additional insights into the nature and characteristics of demotivation in foreign language learning, specifically among non-native Mandarin learners with little or no prior knowledge, in the context of MFL as an elective course. Keywords: Demotivation, LOTE, Mandarin as a foreign language, Malaysian tertiary institution, elective. Cite as: Paee, R., Lam, K. C, Kuan, W. L, & Kopli, N. H. (2024). Demotivation in Mandarin as a foreign language among Malaysian tertiary students. Journal of Nusantara Studies, 9(2), 40-56. http://dx.doi.org/10.24200/jonus.vol9iss2pp40-56

Early Segmental Production in Thai Preschool Children Learning Mandarin

Early Segmental Production in Thai Preschool Children Learning Mandarin

The “The benefits of wordwall games for teaching and learning Mandarin language

This article aims to discuss the application of the benefits of the worldwall game as an innovative learning alternative for Mandarin language subjects. In the digital era, the integration of technology in learning is becoming increasingly important to increase student engagement and learning outcomes. One tool that stands out in the context of learning Mandarin is wordwall, a game-based learning platform that provides various interactive activities. This article aims to explain and evaluate the benefits of using wordwalls in the context of Chinese language teaching and learning. The implementation of online learning is still experiencing problems, especially students' enthusiasm for learning has decreased. To overcome this obstacle, one interesting way to increase student enthusiasm for learning is to use the wordwall game. This wordwall game is an online learning media (E-Learning) which has game, quiz, discussion and survey features. This research examines the wordwall game which has the benefit of being an effective learning medium to increase students' mastery and motivation in learning Mandarin online. Quantitative research with an experimental approach, with a pre-test and post-test design with a control group and an experimental group. Population took 60 students taking MKU Mandarin courses, divided into 2 groups, namely the control group and the experimental group. Data collection for this research used a language mastery test instrument to measure the ability of four aspects of language, namely listening, speaking, reading and writing. To measure the level of student motivation, a questionnaire technique using Google Forms was used. The independent variable is the use of the wordwall game as a learning medium. Mastery of Mandarin and student motivation are the dependent variables. The results of research on learning with wordwall make the learning process easy, fun and can help students understand Mandarin. Apart from that, learning by applying playing techniques using wordwall games is very appropriate for beginner Mandarin learners.

The Influence of Independence Curriculum Development on Mandarin Language Learning

The fundamental thing about curriculum development is that there are deep changes and have quite a big impact on Mandarin language learning in educational institutions, especially schools that collaborate with countries that use second international languages for communication. As the world becomes more connected, the need for effective command of Mandarin is more important than ever. With curriculum development, educators can gain insight into innovative approaches to teaching and learning Mandarin. The problem faced by teachers of Mandarin as a foreign language is a lack of understanding of the curriculum in accordance with the demands of the times. Curriculum development greatly influences Mandarin learning. This will have an impact on the difficulty of achieving language mastery by students. A literature and reference search was conducted to address this issue. Here the author explores articles that examine and discuss the findings conceptually, the implications of the development of the Merdeka curriculum which has been influential in the formation of Mandarin language learning. Innovation and renewal are also a necessity for Chinese language learners. Apart from that, it will challenge Mandarin teachers to organize teaching materials within the concept of curriculum development that follows developments and demands of the times.

The Impact of Native Language on Mandarin Acquisition: A Study of Zhuang and Miao Students

This study was conducted with Zhuang and Miao students and Mandarin teachers in grades four to six in four township elementary schools in Dehou Township, Wenshan City, Yunnan Province. The purposes of this study were:1) to study the influences of the native language that affect Zhuang and Miao students when they learn Mandarin,2) to study teachers’ opinions about their students' native language affects their learning when teaching Mandarin to Zhuang and Miao students. Based on Krejcie and Morgan's table, 186 students for questionnaires and 14 teachers were selected for interviews. The study is a mixed method of quantitative and qualitative research, which was statistically analyzed using percentages, means (⎯χ), standard deviation (S.D.), and narrative analysis by coding the interview information. The research instruments were questionnaires and semi-structured interviews. The results revealed that 1) the influences of the native language that affect Zhuang and Miao students when they learn Mandarin consisted of four aspects: (1) social context, (2) learner characteristics, (3) learning conditions, and (4) learning process: Social Context was high level (⎯χ) =2.70 and S.D=0.36; Learner Characteristics was moderate level (⎯χ) =2.43 and S.D=0.35; Learning Conditions was moderate level (⎯χ) =2.46 and S.D=0.2936; Learning Process was high level (⎯χ) =2.51 and S.D=0.30. All four aspects had a high level (⎯χ) =2.52 and S.D=0.33; on Zhuang and Miao students' Mandarin learning, and 2) teachers’ opinions about their students' native language affect their learning when teaching Mandarin to Zhuang and Miao students. It showed that Zhuang and Miao’s students had difficulty pronouncing Mandarin when they learned it because of the influence of their language; the difference between Mandarin and the expression habits of the ethnic language also affects the learning of Mandarin by Zhuang and Miao students. This study suggests that the study should emphasize the creation of a Mandarin language environment for Zhuang and Miao students, enhance students' interest in learning Mandarin, improve the conditions for learning Mandarin, and innovate teaching methods.

The Impact of Social Media the Dissemination and Teaching of Mandarin Language: A Systematic Review

In the current digital landscape, social media has emerged as a vital conduit for the dissemination of information and the sharing of resources, demonstrating significant potential for language acquisition. This investigation delves into the impact and utility of social media in the arena of learning mandarin as a second language. Through a systematic examination of 29 scholarly articles, this study concentrates on the strategic employment of various social media platforms, including WeChat and Facebook, to furnish learners of mandarin with an authentic and immediate educational milieu, thereby facilitating the enhancement of their communicative proficiency. The sentence examines the unique characteristics and limitations of various digital learning environments in Mandarin language education. It suggests strategies to overcome cultural and technological challenges, aiming to improve teaching methods and the spread of the Mandarin language. The insights gleaned from this research will furnish mandarin language instructors and digital media analysts with a framework to foster pedagogical innovation in the digital epoch.

Acoustic analysis of English tense and lax vowels: Comparing the production between Mandarin Chinese learners and native English speakers.

This study investigated how 40 Chinese learners of English as a foreign language (EFL learners) differed from 40 native English speakers in the production of four English tense-lax contrasts, /i-ɪ/, /u-ʊ/, /ɑ-ʌ/, and /æ-ε/, by examining the acoustic measurements of duration, the first three formant frequencies, and the slope of the first formant movement (F1 slope). The dynamic formant trajectory was modeled using discrete cosine transform coefficients to demonstrate the time-varying properties of formant trajectories. A discriminant analysis was employed to illustrate the extent to which Chinese EFL learners relied on different acoustic parameters. This study found that: (1) Chinese EFL learners overemphasized durational differences and weakened spectral differences for the /i-ɪ/, /u-ʊ/, and /ɑ-ʌ/ pairs, although they maintained sufficient spectral differences for /æ-ε/. In contrast, native English speakers predominantly used spectral differences across all four pairs; (2) in non-low tense-lax contrasts, unlike native English speakers, Chinese EFL learners failed to exhibit different F1 slope values, indicating a non-nativelike tongue-root placement during the articulatory process. The findings underscore the contribution of dynamic spectral patterns to the differentiation between English tense and lax vowels, and reveal the influence of precise articulatory gestures on the realization of the tense-lax contrast.

The Influence Of Fear And Motivation Towards The Learning Of Mandarin As A Foreign Language

This study examines Mandarin learners' views on how anxiety and motivation affect language acquisition and answers three research questions: i. What is the perception of learners regarding their fear of acquiring proficiency in a foreign language? ii. How do learners perceive their level of motivation to acquire proficiency in a foreign language? iii. Does a correlation exist between the fear of acquiring knowledge and the level of motivation to acquire proficiency in a foreign language? This quantitative study used purposive sampling to survey 141 UiTM Mandarin students. The 5-point Likert scale used in the survey is based on Gardner (2002) and Horwitz et al. (1986). The survey has three parts. Section A covers demographics. Section B covers motivation. Section C covers anxiety about learning a foreign language. Research shows language acquisition issues and negative evaluations contribute to student learning anxiety. Mandarin exams may cause learning anxiety, but they don't affect language acquisition. Students learn Chinese independently for three main reasons: Mandarin's popularity, job prospects, and the desire to travel and experience Chinese culture. Another factor is student enjoyment of classroom activities. However, current empirical research cannot definitively link Mandarin language anxiety and language learning motivation.

The effect of second-language learning experience on Korean listeners’ use of pitch cues in the perception of Cantonese tones

Past studies have found that the linguistic experience of previously-acquired languages, such as one’s native-language (L1) and second-language (L2) learning experience, modulates the perception of novel sounds from a third language (L3). Lexical tone in L3 is a good case for testing the influence of L1 or L2, as listeners with varying language backgrounds may use different pitch cues (pitch contour or height) in tone perception. The present study focuses on L2 learners of Mandarin whose L1 variety is either Seoul Korean (SK), a non-tonal stressless language, or Gyeongsang Korean (GK), a tonal pitch-accent language. Intermediate-to-advanced SK-speaking and GK-speaking L2 learners of Mandarin were recruited as target groups, and naive listeners of respective L1 varieties were recruited as control groups. The participants completed an AX forced-choice tone discrimination task. Four Cantonese tones, one rising tone and three level tones, were used. Contour–level and level–level tonal contrasts were target tone pairs, allowing for testing the primary use of pitch contour and pitch height, respectively. The results showed that the two groups of naive listeners had greater accuracy in discriminating level–level than contour–level tonal contrasts. In contrast, L2 learners, independent of their L1 varieties, showed higher accuracy in discriminating contour–level than level–level tonal contrasts. The L2 learners’ perceptual pattern is consistent with Mandarin listeners, as reported in previous work. Taken together, the findings provide evidence for a possible developmental change in which Korean-speaking L2 learners might have a perceptual cue shift from pitch height to pitch contour through their L2 experience in Mandarin. The findings about the role of L2 proficiency in Mandarin further supported the effect of L2 experience on learners’ increased use of pitch contour.

Event Boundaries Stretched and Compressed by Aspect: Temporal Segmentation in a First and a Second Language

AbstractEvent segmentation tests have shown substantial overlaps in how adults recognize starts and endpoints as events unfold. However, far less is known about what role different language systems play in the process. Variations in grammatical aspect have been shown to influence event processing. We tested how closely first language (L1) speakers of Mandarin and English versus Mandarin learners of English as a second language (L2) align event boundaries with event‐internal changes. We used two event boundary marking tasks (online/offline) and a sorting task. Participants saw 60 animations; their task was to indicate starts and endpoints. For punctual events (e.g., breaking a wall), Mandarin L1 speakers and Mandarin learners of English L2 were significantly further from event transitions than English L1 speakers. This pattern was replicated in the untimed experiment but not in sorting transitions, jointly suggesting that Mandarin L1 and Mandarin learners of English L2 may be less attentive to segmentation of phases surrounding transitions than English L1 speakers. We argue that this variation reflects L1‐specific encoding of ongoingness.

Articulatory characteristics and vowel space analysis of Mandarin Chinese non-low vowels in Korean-speaking learners

Vowels are a fundamental component of Mandarin Chinese syllables. Accurate pronunciation of Mandarin Chinese relies on the distinct articulation of different vowels, especially the visually similar “ü” and “u”. Korean-speaking learners of Chinese Mandarin as a second language commonly exhibit non-standard pronunciation or errors in articulating “ü”, leading to confusion, particularly in non-low vowels centered around this sound. Using Praat to analyze the Formant values of non-low vowel sounds from six participants, a comparison between Korean L2 Chinese speakers and native Chinese speakers revealed vowel spaces differentiated through F2 values for /u/ and /o/, while /ɣ/ and /o/ are distinguished by F1 values. The sound similar to Korean “ㅟ” differs from /y/ in that the former is a gliding sound transitioning from low to high. The distinction between /y/ and /u/, /o/, /ɣ/ was found to be unclear, with /y/ often merging into sounds like “iu” and “io”. This aligns with historical vowel changes in Chinese “ü”, noted in previous linguistic studies, showing variations like “iu” and “io” over different periods. Korean L2 Chinese speakers tend to substitute /ɯ/ for /u/ and “ㅟ” (/ɯ/+/i/) for /y/, avoiding rounded lip movements in pronunciation, thus reducing effort and the need for additional phonemes. Furthermore, the F3 value for Korean L2 Chinese /y/ is notably lower, suggesting that the correct articulation should closely resemble the tongue position of /i/, combined with rounded lips.

The Effectiveness of Hypnoteaching Method in Improving Students Mandarin Learning Activities at the Dharma Bunda Kasih Indonesia Foundation

In the learning process, teacher as an educator is required to design and implement specific teaching methods to improve learning outcomes. This research aims to assess the effectiveness of implementing the hypnoteaching method in enhancing Mandarin language learning activities for students at the Dharma Bunda Kasih Indonesia Foundation. The research method employed is a combination of sequential exploratory methods characterized by its research focus. The findings indicate that the hypnoteaching method can be used by teachers to create an effective and enjoyable learning environment. The effectiveness of this teaching method is demonstrated by the results of the semester II exams in the XI grade at the Dharma Bunda Kasih Indonesia Foundation, where the average score of all students was 87. Additionally, it was known from the average score that students’ absorption of learning material was 87%. The calculations shows that the average student scores fall within the 86-100 range in the conversion of learning effectiveness, categorized as ’Very Effective.’ Therefore, the data on student learning outcome calculations indicate that the implementation of the hypnoteaching teaching method is effective in improving students’ learning activities. Based on T-test analysis, it can be concluded that learning with the hypnoteaching method yields better results compared to direct learning.
 Keywords: hypnoteaching, learning activities, Mandarin

Lexical encoding of second language tones in English learners of Mandarin

The study investigates how native and non-native differences in tone perception influence lexical encoding of second language (L2) tones. Previous work shows that tone language listeners perceived tones as phonemic categories while non-tone language listeners relied more on psychoacoustic cues such as pitch height to discriminate stimulus tones. However, little is known about the influence of such differences in perception on L2 tonal encoding. In the present study, two experiments were conducted with nineteen English learners of Mandarin and 20 Mandarin native speakers. Experiment 1 was an ABX task. Results showed that while native speakers’ overall performance was superior to L2 listeners’, both groups poorly discriminated tone pairs with shared tone contours (i.e., T2-T3). Experiment 2 was a medium-lag repetition priming task. In the repetition condition, significant facilitations were observed in both language groups. In the minimal-tone-pair condition, despite T2-T3 contrasts posing greater challenge for both groups to accurately distinguish than other tonal contrasts as shown in Experiment 1, positive priming was observed only in the L2 group. The findings from the two experiments suggest that the L2 listeners, although quite proficient in Mandarin, have yet to achieve native-like competence in regard to lexical tones.

Unraveling the contributions of prosodic patterns and individual traits on cross-linguistic perception of Spanish sentence modality.

Cross-linguistic perception is known to be molded by native and second language (L2) experiences. Yet, the role of prosodic patterns and individual characteristics on how speakers of tonal languages perceive L2 Spanish sentence modalities remains relatively underexplored. This study addresses the gap by analyzing the auditory performance of 75 Mandarin speakers with varying levels of Spanish proficiency. The experiment consisted of four parts: the first three collected sociolinguistic profiles and assessed participants' pragmatic competence and musical abilities. The last part involved an auditory gating task, where participants were asked to identify Spanish broad focus statements and information-seeking yes/no questions with different stress patterns. Results indicated that the shape of intonation contours and the position of the final stressed syllable significantly impact learners' perceptual accuracy, with effects modulated by utterance length and L2 proficiency. Moreover, individual differences in pragmatic and musical competence were found to refine auditory and cognitive processing in Mandarin learners, thereby influencing their ability to discriminate question-statement contrasts. These findings reveal the complex interplay between prosodic and individual variations in L2 speech perception, providing novel insights into how speakers of tonal languages process intonation in a non-native Romance language like Spanish.