How do overseas students in mainland China get Chinese language exposure? Learners' perspectives on the experience of 1:2 contact and use in a study-abroad contextTools Hong, Jaipei (2016) How do overseas students in mainland China get Chinese language exposure? Learners' perspectives on the experience of 1:2 contact and use in a study-abroad context. [Dissertation (University of Nottingham only)]
AbstractMany believe that second language (L2) learners should be exposed to target language (TL) in order to learn it (Ranta and Meckelborg, 2013). Such belief set of a wave of study-abroad (SA) program. However, some argue that the increased interaction in the host context and miraculous linguistic gains are actually not inevitable in the SA setting (Wilkinson, 1998). This study reports the real situations of language exposure and proficiency development experienced by 38 university-level overseas students in China campuses. Data from the questionnaire with added open-ended questions indicated that although the frequency of SA students’ daily language exposure is not so high as generally believed, they do have experienced diverse types of language contact activities. Meanwhile, some corresponding changes between learners’ exposures to different language activities and the development of relevant dimensions of Chinese proficiency was shown from the results. Based on findings from previous literature and present investigation, some general pedagogical implications also are suggested tentatively for pre-program preparation, during-program instruction, and teacher training in the China SA context.
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