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- Publisher Website: 10.1016/j.system.2021.102462
- Scopus: eid_2-s2.0-85100059073
- WOS: WOS:000643325600010
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Article: Developing literacy or focusing on interaction: New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China
Title | Developing literacy or focusing on interaction: New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China |
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Authors | |
Keywords | New Zealand students Learner identity Strategic language learning Chinese as an additional language Study abroad |
Issue Date | 2021 |
Publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/system |
Citation | System, 2021, v. 98, p. article no. 102462 How to Cite? |
Abstract | This paper reports on an inquiry that interpreted a group of New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China through the lens of identity. In this study, we encouraged 15 participants to write reflective journals and conducted group interviews and online communication to examine their strategic efforts to learn Chinese. The analysis revealed that the participants’ identity imaginations were closely associated with their strategic learning efforts across different settings, including literacy-oriented strategic efforts in the classroom and interaction-oriented strategic efforts outside the classroom. The findings also suggest that the participants made strategic efforts to seek opportunities and resources for practicing spoken Chinese outside the classroom because they were positioned in undesirable ways by instructors and course content in the classroom. These findings offer insights into the crucial role of learner identity in mediating language learners’ strategic efforts during study abroad in China. They imply that formal learning in the classroom needs to be synergized by informal learning outside the classroom, and educational stakeholders should revise the traditional design of study abroad programs to better support international students’ language learning efforts. |
Persistent Identifier | http://hdl.handle.net/10722/304785 |
ISSN | 2023 Impact Factor: 4.9 2023 SCImago Journal Rankings: 2.075 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Gong, Y | - |
dc.contributor.author | Guo, Q | - |
dc.contributor.author | LI, M | - |
dc.contributor.author | Lai, C | - |
dc.contributor.author | Wang, C | - |
dc.date.accessioned | 2021-10-05T02:35:09Z | - |
dc.date.available | 2021-10-05T02:35:09Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | System, 2021, v. 98, p. article no. 102462 | - |
dc.identifier.issn | 0346-251X | - |
dc.identifier.uri | http://hdl.handle.net/10722/304785 | - |
dc.description.abstract | This paper reports on an inquiry that interpreted a group of New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China through the lens of identity. In this study, we encouraged 15 participants to write reflective journals and conducted group interviews and online communication to examine their strategic efforts to learn Chinese. The analysis revealed that the participants’ identity imaginations were closely associated with their strategic learning efforts across different settings, including literacy-oriented strategic efforts in the classroom and interaction-oriented strategic efforts outside the classroom. The findings also suggest that the participants made strategic efforts to seek opportunities and resources for practicing spoken Chinese outside the classroom because they were positioned in undesirable ways by instructors and course content in the classroom. These findings offer insights into the crucial role of learner identity in mediating language learners’ strategic efforts during study abroad in China. They imply that formal learning in the classroom needs to be synergized by informal learning outside the classroom, and educational stakeholders should revise the traditional design of study abroad programs to better support international students’ language learning efforts. | - |
dc.language | eng | - |
dc.publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/system | - |
dc.relation.ispartof | System | - |
dc.subject | New Zealand students | - |
dc.subject | Learner identity | - |
dc.subject | Strategic language learning | - |
dc.subject | Chinese as an additional language | - |
dc.subject | Study abroad | - |
dc.title | Developing literacy or focusing on interaction: New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China | - |
dc.type | Article | - |
dc.identifier.email | Lai, C: laichun@hku.hk | - |
dc.identifier.authority | Lai, C=rp00916 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.system.2021.102462 | - |
dc.identifier.scopus | eid_2-s2.0-85100059073 | - |
dc.identifier.hkuros | 326494 | - |
dc.identifier.volume | 98 | - |
dc.identifier.spage | article no. 102462 | - |
dc.identifier.epage | article no. 102462 | - |
dc.identifier.isi | WOS:000643325600010 | - |
dc.publisher.place | United Kingdom | - |