Psycho-linguistic and educational challenges in Teaching Chinese (Mandarin) Language: voices from None-Chinese teachers of Mandarin language

Abstract Background Chinese/Mandarin language instruction to undergraduate students from non-Chinese speaking countries has become a topic of increasing interest, driven by China’s influential role in global political and economic dynamics. With Mandarin being the language spoken by approximately 70...

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Main Authors: Lei Pan, Dan Sun, Yumei Zou, Yi Cao, Jingxian Zhang, Fangfang Li
Format: Article
Language:English
Published: BMC 2023-11-01
Series:BMC Psychology
Subjects:
Online Access:https://doi.org/10.1186/s40359-023-01432-8
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author Lei Pan
Dan Sun
Yumei Zou
Yi Cao
Jingxian Zhang
Fangfang Li
author_facet Lei Pan
Dan Sun
Yumei Zou
Yi Cao
Jingxian Zhang
Fangfang Li
author_sort Lei Pan
collection DOAJ
description Abstract Background Chinese/Mandarin language instruction to undergraduate students from non-Chinese speaking countries has become a topic of increasing interest, driven by China’s influential role in global political and economic dynamics. With Mandarin being the language spoken by approximately 70% of Chinese speakers, it is not only taught within China but also in institutions around the world. While teaching any second or foreign language presents unique challenges, the specific challenges faced in Mandarin language education have not received comprehensive scrutiny, prompting the need for further investigation. Objectives The primary objective of this study was to explore the challenges associated with teaching and learning Mandarin from the perspectives of non-native Mandarin language teachers. By adopting a qualitative (phenomenological) research approach, we aimed to uncover the multifaceted challenges that confront both educators and learners in the context of Mandarin language instruction. Methodology The research methodology employed for this study involved the use of semi-structured interviews conducted with 15 Mandarin language teachers, who were chosen through theoretical sampling. These interviews were transcribed into text files and subsequently subjected to qualitative data analysis, which was facilitated by the use of MAQDA software. This approach allowed us to identify and categorize the various challenges and problems encountered in the teaching and learning of Mandarin. Findings The research findings revealed a range of challenges and problems experienced in Mandarin language education. These challenges were grouped into two primary thematic categories: psycho-linguistic and educational challenges. The linguistic challenges are deeply rooted in the distinctive features of the Mandarin language, presenting obstacles that necessitate innovative teaching strategies and materials. Educational challenges extend beyond native speaker proficiency, emphasizing the requirement for a comprehensive pedagogical skill set among instructors. Implications : The implications of this research extend to various stakeholders in the field of Chinese/Mandarin language education, including policymakers, educators, curriculum designers, and learners. Understanding the linguistic, educational, and psychological challenges can inform the development of more effective teaching methods, curriculum design, and motivation-enhancing strategies, ultimately promoting a more successful and engaging Mandarin language learning experience for non-native speakers.
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spelling doaj.art-7da95a64e1d44b919df911ca4d3088252023-11-12T12:33:48ZengBMCBMC Psychology2050-72832023-11-0111111310.1186/s40359-023-01432-8Psycho-linguistic and educational challenges in Teaching Chinese (Mandarin) Language: voices from None-Chinese teachers of Mandarin languageLei Pan 0Dan Sun 1Yumei Zou2Yi Cao3Jingxian Zhang4Fangfang Li5School of International Education, Hainan Medical UniversityHainan Normal UniversitySchool of Foreign Languages, Jiangxi Agricultural UniversityGuangxi Normal UniversityHainan Medical UniversitySchool of Humanities, Shangqiu Normal UniversityAbstract Background Chinese/Mandarin language instruction to undergraduate students from non-Chinese speaking countries has become a topic of increasing interest, driven by China’s influential role in global political and economic dynamics. With Mandarin being the language spoken by approximately 70% of Chinese speakers, it is not only taught within China but also in institutions around the world. While teaching any second or foreign language presents unique challenges, the specific challenges faced in Mandarin language education have not received comprehensive scrutiny, prompting the need for further investigation. Objectives The primary objective of this study was to explore the challenges associated with teaching and learning Mandarin from the perspectives of non-native Mandarin language teachers. By adopting a qualitative (phenomenological) research approach, we aimed to uncover the multifaceted challenges that confront both educators and learners in the context of Mandarin language instruction. Methodology The research methodology employed for this study involved the use of semi-structured interviews conducted with 15 Mandarin language teachers, who were chosen through theoretical sampling. These interviews were transcribed into text files and subsequently subjected to qualitative data analysis, which was facilitated by the use of MAQDA software. This approach allowed us to identify and categorize the various challenges and problems encountered in the teaching and learning of Mandarin. Findings The research findings revealed a range of challenges and problems experienced in Mandarin language education. These challenges were grouped into two primary thematic categories: psycho-linguistic and educational challenges. The linguistic challenges are deeply rooted in the distinctive features of the Mandarin language, presenting obstacles that necessitate innovative teaching strategies and materials. Educational challenges extend beyond native speaker proficiency, emphasizing the requirement for a comprehensive pedagogical skill set among instructors. Implications : The implications of this research extend to various stakeholders in the field of Chinese/Mandarin language education, including policymakers, educators, curriculum designers, and learners. Understanding the linguistic, educational, and psychological challenges can inform the development of more effective teaching methods, curriculum design, and motivation-enhancing strategies, ultimately promoting a more successful and engaging Mandarin language learning experience for non-native speakers.https://doi.org/10.1186/s40359-023-01432-8Mandarin/Chinese languageChinese language teachersNon-native Chinese learnersEducational challengesPsycho-linguistic challenges
spellingShingle Lei Pan
Dan Sun
Yumei Zou
Yi Cao
Jingxian Zhang
Fangfang Li
Psycho-linguistic and educational challenges in Teaching Chinese (Mandarin) Language: voices from None-Chinese teachers of Mandarin language
BMC Psychology
Mandarin/Chinese language
Chinese language teachers
Non-native Chinese learners
Educational challenges
Psycho-linguistic challenges
title Psycho-linguistic and educational challenges in Teaching Chinese (Mandarin) Language: voices from None-Chinese teachers of Mandarin language
title_full Psycho-linguistic and educational challenges in Teaching Chinese (Mandarin) Language: voices from None-Chinese teachers of Mandarin language
title_fullStr Psycho-linguistic and educational challenges in Teaching Chinese (Mandarin) Language: voices from None-Chinese teachers of Mandarin language
title_full_unstemmed Psycho-linguistic and educational challenges in Teaching Chinese (Mandarin) Language: voices from None-Chinese teachers of Mandarin language
title_short Psycho-linguistic and educational challenges in Teaching Chinese (Mandarin) Language: voices from None-Chinese teachers of Mandarin language
title_sort psycho linguistic and educational challenges in teaching chinese mandarin language voices from none chinese teachers of mandarin language
topic Mandarin/Chinese language
Chinese language teachers
Non-native Chinese learners
Educational challenges
Psycho-linguistic challenges
url https://doi.org/10.1186/s40359-023-01432-8
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