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1
Pia, Alex Albert. "Preferred perceptual learning styles of Chinese students." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3918.
Повний текст джерелаАнотація:
The basis for this study was work done by Joy Reid (1987) of Colorado State University. Reid's work analyzed the pref erred perceptual learning styles of several groups of English as a Second Language students and one group of American students. The learning styles concept has been established on the theory that students have a particular mode through which they learn best. The learning styles analyzed in this study were: auditory, visual, kinesthetic, tactile, individual, and group. The objectives of this study were to determine the relationships that exist between the preferred perceptual learning styles of P.R.C. and American students and such variables as country where student is studying, native language, length of time in the U.S., and sex.
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Yu, Xiao Ping. "Chinese Character Challenger : supplementary courseware for assisting students learning Chinese characters /." Link to the online version, 2005. http://hdl.handle.net/10019/1326.
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Ouyang, Li. "Motivation, cultural values, learning processes, and learning in Chinese students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1340.
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Wang, Yiran. "Study on transformative learning of UK students in China and Chinese students in the UK." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31509.
Повний текст джерелаАнотація:
As international education continues to expand, countries providing such opportunities not only benefit but also face challenges. For traditional destinations, including the United States and the United Kingdom, the number of international students has been falling. At the same time emerging economies, such as China, are witnessing a rapid increase in the number of international students enrolled in their universities. China is, therefore, beginning to play an important role in the competitive global market for higher education. This thesis analyses and compares the experiences of international students in the UK and China using Transformative Learning theory. While there is an extensive literature on both international higher education and also Transformative Learning theory there are three important contributions that this thesis makes. First, this research applies the theory to two international student groups: UK students in Chinese universities and Chinese students in UK universities. Second, this study includes a focus on the intercultural learning of Chinese doctoral students in the UK filling a gap in current research. Finally, this investigation has extended the very limited number of current research projects on UK students in China. It is generally acknowledged that international students will experience various challenges when they are in a culturally different context. Little research has focused on how and why learners are transformed through exposure to their new environment and, also, why sometimes they are not. This study applies Transformative Learning theory to address two research questions: first, do UK international students in Chinese universities and Chinese international students in UK universities experience transformational learning in/during their overseas studies? Second, what factors foster or impede international students' experience of transformative learning? To answer the above questions semi-structured interviews were used to investigate international students' academic and social experiences. Based on the insights provided by Mezirow, Taylor, and previous studies on international students, I argue that international students' intercultural experience is a complex process. Transformation can occur in various ways and social and personal perspectives underpin the transformative learning of the students. Contributing factors include culture shock, educational conventions, the student's motivation, expectations, personality, gender and previous work experience. The results reflect the significance of differences in teaching styles in the UK and China and the impact this can have on the student teaching and learning process when they move to a new university.
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Barron, Paul Edward. "An evaluation of learning styles, learning issues and learning problems of Confucian heritage culture students studying hospitality and tourism management in Australia /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17741.pdf.
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Yang, Chunyan. "Learning Strategy Use of Chinese PhD Students of Social Sciences in Australian Universities." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366475.
Повний текст джерелаАнотація:
Extensive research into students’ learning strategy use in classroom settings has convincingly established that effective use of learning strategies enables learners to take responsibility for their own learning, promotes learner autonomy, and positively relates to students’ academic performance. However, little research has systematically examined the learning strategy use of PhD students. Consequently, relatively little is known about how students carry out their doctoral learning, in which learner autonomy is of paramount importance. Even less is known about Chinese PhD students in Australian universities and how they cope with independent doctoral study. Few investigations have explicitly focused on the learning processes of this student cohort, and anecdotal evidence has often described Chinese school and university students as passive, dependent and reproductive learners, even though empirical studies assert otherwise.
To better understand the learning processes of Chinese PhD students in Australian universities, this study examines their learning strategy use and the factors influencing their application of learning strategies. Using qualitative research methods, which focused on understanding the phenomenon from the students’ perspectives within the context, this study collected interview data from a group of Mainland Chinese PhD students of social sciences. Computer assisted qualitative analysis was performed to provide an in-depth, grounded understanding of the students, their interactions with the learning environment, and their learning processes. This study shows that the investigation of learning strategies is a powerful tool to reveal how PhD students develop autonomy in the doctoral learning process. The results show that the students adopted a range of learning strategies to improve their learning efficiency, to enhance their self-teaching, and to facilitate development of their research competence. Despite the commonalities in their learning strategy use, the students exhibited significant individual differences in applying specific learning strategies, which were determined by their personal qualities, their perceptions of learning contexts, and the demands of the research tasks. This reveals the idiosyncrasies in the learning behaviours of this group of Chinese students and their learner autonomy. This study demonstrates that theoretical and methodological preparation for PhD study was the most significant influence on the students’ learning experience. By applying effective learning strategies, the students who encountered problems of theoretical deficiency, insufficient methodological knowledge, and underdeveloped research skills were able to develop their knowledge and enhance their research competence through the actual process of doing the research. Nevertheless, it appears that methodological training and support were needed to assist them in further enhancing their learning efficiency. The findings of this study reveal that this group of Chinese PhD students were autonomous learners and their application of learning strategies was a result of dynamic interactions between their personal variables and the contextual demands. This study lends support to the argument that, in cross-cultural settings, it is constructive to develop a contextualised understanding of students’ learning behaviours. Furthermore, from the students’ perspective, supervisors who understand them as individuals at the personal level are better able to assist them in learning. Within the stated limitations, this study recommends that future research on Chinese PhD students’ learning strategy use incorporates the perspectives of both students and their supervisors and involves their counterparts from other ethnic backgrounds in order to further understand the effects of cultural differences on their learning strategy use.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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Gao, Xuesong. "From the Chinese Mainland to Hong Kong understanding shifts in Mainland Chinese students' English learning strategy use /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38896382.
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Wang, Isobel Kai-Hui. "International Chinese students' strategic vocabulary learning : agency and context." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58842/.
Повний текст джерелаАнотація:
During the past thirty years, a large body of second language research has targeted vocabulary learning strategies (VLSs) from a cognitive perspective and most of this research tends to treat them as de-contextualised phenomena. In order to develop and broaden the scope of the current VLS research, I explore strategic vocabulary learning from both cognitive and sociocultural approaches and focus on its dynamic, complex and contextually situated nature. The present study, based on a multiple-case study design, investigates the processes of strategic vocabulary learning of six Chinese students who were from a pre-university course in three British universities, using three data collection methods: classroom observations, interviews and VOCABlog (including photovoice and diaries). The analysis of these six student cases shows that they managed their strategic vocabulary learning in relation to their particular settings, milieus and the British culture; they tended to select and deploy a number of strategies rather than individual strategies to improve their learning, and various types of strategy combinations were found; they appeared to operate their strategic vocabulary learning as a dynamic system and this was particularly supported by the findings about their varying degrees of consciousness, the inconsistencies between their strategic approach and their strategy use and the changes in their strategy use. Theoretical contributions for the VLS research and some practical recommendations for vocabulary learning are also provided.
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Chen, Lijuan. "An Investigation of Language Learning Strategies Developed by Students in Online Chinese Learning." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/393979.
Повний текст джерелаАнотація:
Language learning strategies (LLSs) are “complex, dynamic thoughts and actions, selected and used by learners with some degree of consciousness in specific contexts in order to regulate multiple aspects of themselves (such as cognitive, emotional, and social) for the purpose of a) accomplishing language tasks; b) improving language performance or use; and/or c) enhancing long-term proficiency” (Oxford, 2017, p. 48). Considerable research into LLSs has demonstrated their significance in making learning more effective and enjoyable, and has contributed to advancements in pedagogy as well as language learning theory.
Online language learning has become an integral part of 21st century education. This newer form of learning has presented particular challenges which require language learners to adopt particular LLSs and develop new LLSs to effectively manage their learning. However, existing LLS studies have largely been concerned with on-campus students. Furthermore, there has been a lack of context-specific LLS research in online language learning, that is, research that distinguishes between synchronous and asynchronous environments.
With the popularity of the Chinese language increasing globally over recent decades, this thesis aims to investigate the types of LLSs that online Chinese learners use across asynchronous and synchronous learning environments in the contexts of self-directed learning, assessment task completion, and online class participation. It also examines how online Chinese learners’ use of LLSs is influenced by the interactants, the characteristics of the specific learning context, and selected individual learner characteristics.
This research project was carried out among students in the online Chinese courses provided by Griffith University through Open Universities Australia. Following Creswell (2009, 2012), a mixed-methods approach was employed to investigate their LLS use. The approach utilised four research instruments: an online survey questionnaire adapted from the Strategy Inventory for Language Learning (SILL) (Oxford, 1990), online interviews, observations of online classes, and tracking of learner activity online. The SILL was adapted to include questionnaire items soliciting participants’ strategy use in online Chinese learning in particular.
The investigation of online Chinese students’ LLS use in this project is of significance in four areas. It has provided: 1) new and detailed information about students’ LLS use in online Chinese learning; 2) insights into how individual students adopt LLSs and technological tools to solve learning problems in various learning contexts; 3) an exploration of factors influencing LLS use – on one hand the characteristics of language learning contexts (asynchronous or synchronous environments, and interactants) and, on the other, individual learner characteristics (motives, learning goals, age, and length of prior learning of Chinese); and 4) recommendations regarding LLS adoption, use, and training.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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Wang, Lihong. "Chinese postgraduate students in a British university : their learning experiences and learning beliefs." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/196/.
Повний текст джерелаАнотація:
This thesis is an ethnographic study of a group of Chinese postgraduate students in a British university as they become adjusted to the culture of teaching and learning in the new learning environment during their first year of overseas study. It focuses on these Chinese students’ initial perceptions of British teaching and learning practices compared with their inherited culture of learning and how they make adjustments, emotionally, cognitively, and behaviourally, in order to make their learning successful, with the result of changes and developments in their conceptions and beliefs about knowing and learning. The present study seeks to draw together understanding from the fields of intercultural adaptation theories, tertiary students’ conceptions of learning research, and the interface of culture and learning, i.e. cultures of learning, to explore the impact of studying abroad on students’ intellectual development and personal growth so as to inform international and intercultural education.
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Liang, Xiaoping. "Dilemmas of cooperative learning, Chinese students in a Canadian school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ38930.pdf.
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Peters, Murray N. "Learning preferences of gifted Chinese-Canadian and gifted Caucasian students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37610.pdf.
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Hou, Dadong. "Students' conceptions of learning and their correspondence to learning in western universities: a study of Chinese graduate students." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66692.
Повний текст джерелаАнотація:
This mixed-methods study explored Chinese graduate students' conceptions of learning, and the correspondence between conceptions of learning, and their learning experiences in universities in the United Kingdom (UK) and Canada. In particular, this study shows how the conceptions of learning developed in a Chinese educational context correspond to the challenges of their graduate study in western universities inside and outside the classroom, and to the strategies they used to deal with those challenges. A survey of conceptions of learning was administered to 107 mainland Chinese students who had completed their undergraduate studies in mainland China by using the revised Conceptions of Learning Inventory (COLI) (Purdie & Hattie, 2002). Among them, 44 had only studied in universities in China and 63 were either currently studying or had recently concluded their graduate studies in the UK or Canada. A purposeful sample of 20 graduate students, ten from the UK and ten from Canada, was obtained from the previously sampled pool of 63 people who were studying or had completed graduate studies in western settings for an in-depth interview. A MANOVA was performed to test the differences in conceptions of learning between those who did and those who did not study at a western university, based on the subscales of the COLI. No significant differences were detected between the two groups on any of the subscales except learning as the development of the social competency subscale. The interview results identified ten categories of conceptions of learning, and all participants held multiple conceptions of learning rather than just a single conception. The challenges and adjustment strategies that Chinese students have while studying at a western university are associated with how they view learning. The variations in the challenges that Chinese students encounter during their study in western universities are associaCette étude multi-méthode explore les concepts d'apprentissage des étudiants chinois des deuxième et troisième cycles, et aussi la correspondance entre leurs concepts d'apprentissage et leurs expériences d'apprentissage dans les universités du Royaume Uni et du Canada. En particulier, cette étude examine comment ces concepts d'apprentissage développés dans un contexte chinois d'éducation correspondent aux défis que les étudiants des deuxième et troisième cycles rencontrent dans les universités de l'Ouest, en classe et hors de classe, et aux stratégies qu'ils ont utilisées afin d'affronter ces défis.Un sondage des concepts d'apprentissage a été fait auprès de 107 étudiants chinois de la République de Chine qui avaient gradué de leurs études de premier cycle en Chine, en utilisant le Conceptions of Learning Inventory (COLI) révisé (Purdie & Hattie, 2002). Quarante-quatre entre eux avaient étudié uniquement en Chine, et 63 étaient en train de terminer ou avaient récemment terminé leurs études de deuxième ou troisième cycle au Royaume Uni ou au Canada. De ce groupe de 63 étudiants, un nombre déterminé (purposeful sample) de 20 étudiants, soit 10 du Royaume Uni et 10 du Canada, était choisi pour une investigation plus approfondie. Une analyse MANOVA, basée sur les tests de COLI, était faite afin de déterminer les différences entre les concepts d'apprentissage des étudiants qui avaient étudié dans une université occidentale, et ceux qui n'avaient étudié qu'en Chine. Il n'y avait pas de différences significatives entre les deux groupes dans aucune de ces catégories de tests sauf dans la catégorie learning as development of social competency. Les résultats de l'investigation ont permis d'identifier dix catégories de concepts d'apprentissage, et tous les participants entretenaient plusieurs concepts d'apprentissage au lieu d'un seul concept. Les défis et st
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Taga, Yumi. "Vocabulary learning strategies of Chinese learners studying Japanese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944693.
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Li, Boli. "Approaches to learning : perceptions about Chinese international undergraduates in Australian Universities." Thesis, Federation University Australia, 2021. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/181912.
Повний текст джерелаАнотація:
Chinese students constitute the largest cohort of international undergraduates in Australian universities, comprising 37.3% in 2019. However, there is a scarcity of research examining perceptions of how Chinese international students (CIS) learn in Australian universities, from the broader context of the students themselves, their Australian teachers and Australian domestic student (ADS) counterparts. Drawing on the 3P (Presage-Process-Product) framework by Biggs, Kember, and Leung (2001), this thesis explored the perceptions of CIS, and their lecturers and classmates regarding their approaches to learning in Australian universities. Utilising a mixed methods approach (Creswell, 2014), surveys were conducted with 156 CIS and 212 ADS incorporating a validated survey by Biggs et al. (2001) called the R-SPQ-2F. Interviews were also conducted with 10 CIS and 10 Australian academics from two Australian universities, one regional and the other metropolitan. The findings demonstrated that perceptions of CIS were characterised by a unique learning structure that differed from ADS in a number of ways, particularly in relation to group learning, the use of understanding and memorisation strategies, and classroom engagement. It was noted that these disparities did not support the generally held view of CIS as mainly surface oriented learners who preferred rote-learning techniques (Grimshaw, 2007). While adopting similar levels to ADS of deep approach strategies in their learning, CIS also used more surface and achieving approaches than ADS, and tended to incorporate memorising with understanding in their learning process. However, it was also evident that the approaches used by CIS in Australia were often more complex than what was easily observed. For instance, their reticence in class was not necessarily indicative of passive learning, but instead, suggestive of the complexity of context that needs to encompass the ‘whole being’ of these students, i.e., their personality, culture, and most of all, the dynamics of their perceived approaches to their learning. This study also investigated negotiations that occurred between CIS and their Australian lecturers. While CIS’ learning approaches were greatly shaped and determined by academics’ instructional decisions involving curriculum, teaching patterns and assessment procedures, it was also found that academics’ instructional activities were reshaped and counter-determined by CIS’ learning approaches. As a result, a Co-constructed Model of Learning and Teaching (CMLT) for CIS in Australian universities, based on the 3P framework (Biggs et al., 2001), was developed to assist future education experiences for international students. This study is significant in that it has given voice to Chinese students, enabling a greater understanding of their experiences in Australian universities to emerge, in conjunction with and supplemented by insights provided by their Australian student counterparts and educators. It has enabled both international and domestic students the opportunity to reflect on possible cultural impacts on learning, hopefully improving their capacities to act as effective global citizens. It has also afforded an opportunity for academics to reflect on their beliefs and practices in relation to teaching diverse student cohorts, which will hopefully deepen their understanding of the complexities that come with the increasing globalisation of education.Doctor of Philosophy
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Chan, Ngai-man. "Epistemological beliefs and critical thinking among Chinese students." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B3794325X.
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Simpson, Colin Gordon. "Exploring Chinese business management students' experience of active learning pedagogies : how much action is possible in active learning classrooms?" Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14660.
Повний текст джерелаАнотація:
This phenomenological study explores how certain “innovative” pedagogies were experienced by a group of Chinese students studying Business Management at a mid-ranking UK university. Analysis of the transcripts of interviews (some in Chinese) with 24 students using NVivo shows that whilst most students felt that Active Learning pedagogies effectively supported their learning, for some students the “zone of indeterminacy” in which group projects and simulations were carried out was an uncomfortable space. Salient aspects of these students’ experiences were language, relationships and metacognitive skills, and the discussion explores the way in which these three experiential themes can be conceptualised as interrelated elements of the action (Biesta, 2006) which takes place in Active Learning classrooms. The following recommendations are made: HEIs should attempt to provide students with the advanced skills of negotiation which they will need to use in the flexible, ill-structured environments associated with Active Learning pedagogies; tutors should develop consistent approaches to collaborative assignments focussing on group work processes as well as task completion; the development of metacognitive skills through Active Learning pedagogies should be promoted through the use of explicit reflective elements embedded within the teaching, learning and assessment activities. The concluding discussion proposes that the successful use of Active Learning pedagogies requires a reconceptualisation of the purpose of education and that these pedagogies provide a potential readjustment of the balance between the functions of qualification, socialisation and subjectification (Biesta, 2010).
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Bei, Zhang. "A Study of the Vocabulary Learning Strategies Used by Chinese Students." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8488.
Повний текст джерелаАнотація:
This essay aims on the study of the strategies used by Chinese English major students in vocabulary learning, the differences between effective and less effective learners in using vocabulary learning strategies. The study is based on qualitative research, in which 35 college students were investigated. The participants were asked to take a vocabulary tests and complete a questionnaire. The data of the research indicates that there are significant differences between effective and less effective learner, and common points between effective learners. Effective learners use several learning methods and have a positive attitude. Meanwhile, there are six methods they use in common, they are, having interest in English, listening and reading, learning words in sentence, using bilingual dictionary, reading English books in spare time and studying the spelling. Acquisition of vocabulary has been acknowledged as primary important and being central for second language acquisition. Vocabulary is always a hindrance to Chinese students. However, there is little research has been done on the vocabulary learning strategies used by Chinese English majors.
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Mak, Winfred. "The positive psychology of Chinese students learning English at UK universities." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/15516/.
Повний текст джерелаАнотація:
The main aim of the study was to investigate the relationship between positive psychology (PP) variables, namely, self-regulation, mindset, psychological well-being and psychological adjustment, in a sample of Chinese master’s students studying in the UK on the one hand, and the English language learning activities in social and educational settings that they reported using to improve their English language proficiency on the other hand; and how the scores on the variables and the relationships between the variables changed between the beginning of the academic year (time 1) and mid-way through the academic year (time 2). A mixed-method research approach was adopted. Questionnaire and interview data were collected at time 1 (T1) and time 2 (T2). 152 and 167 participants completed questionnaires at T1 and T2 respectively, and face-to-face interviews were conducted concurrently with sixteen and fourteen participants at T1 and T2 respectively. SPSS and NVivo were the statistical tools used for questionnaire and interview data analyses. Analyses of the data indicated that there was a significant decrease in growth mindset and psychological adjustment scores (p<0.01) between T1 and T2. Concerning English language learning activities, there was a significant increase in scores of ‘I join social activities where English is used’; and a significant decrease in scores of ‘I keep a notebook of new vocabulary that I have learned’ between T1 and T2. Regarding perceived language proficiency, however, there were no significant score changes between T1 and T2. In terms of the relationship between scores of PP variables and English language learning activities, more correlations (≧0.2) were found at T2 than T1. Similarly, more correlations (≧0.2) were found between scores of PP variables and perceived language proficiency at T2 than that at T1. In conclusion, this study contributes to our understanding of the complex relationship between PP variables and language learning activities.
20
Tao, Yick-Ku. "Hong Kong Chinese students' learning motivation : the role of social- versus individual-oriented achievement motivation /." View Abstract or Full-Text, 2003. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202003%20TAO.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--Hong Kong University of Science and Technology, 2003.Includes bibliographical references (leaves 175-193). Also available in electronic version. Access restricted to campus users.
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Zhu, Qiyao, Yan Hu, and Wentao Guo. "Mobile learning in higher education : Students’ acceptance of mobile learning in three top Chinese universities." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Informatik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18645.
Повний текст джерелаАнотація:
Introduction: Along with the swift spread of 3G and wireless network, wireless technologies are applied in many areas, especially in education. The advent of mobile learning overcomes several limitations and barriers of traditional classroom education. As for higher education in China, mobile learning is in its infancy stage. Understanding end-users’ acceptance of mobile learning is crucial, because new technological advances cannot enhance performance if they are not accepted by end-users. This study focuses on three top Chinese universities and answers the following research questions: How do students perceive mobile devices as a learning tool incorporated in class and what are their attitudes towards mobile learning? What are the motivational factors that affect students’ acceptance of mobile learning? Purpose: The purpose of this study is to test the proposed Technology Acceptance Model (TAM) in explaining students’ acceptance in three top Chinese universities. The goal of this work is to enhance the understanding of user acceptance of incorporating learning into mobile device inside and outside classes. Method: A deductive, theory-testing approach was used in this study. Eleven hypotheses were built based on a literature review and on the proposed TAM model, and were tested using primary data and literature review. Primary data was gathered via semi-structured interviews and questionnaires. The data collected through the questionnaire was analysed by Structural Equation Modeling. Conclusion: Through testing the proposed model, the authors found that students are positive towards mobile learning but they do not have a strong willingness to adopt it. The proposed TAM model can improve the understanding of students’ motivation by suggesting what factors are the most important in enhancing students acceptance of mobile learning.
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Yu, Xiao Ping (Amy). "CHINESE CHARACTER CHALLENGER 汉 字 挑 战 者 Supplementary courseware for assisting students learning Chinese characters". Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2680.
Повний текст джерелаАнотація:
Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2005.In this thesis, I pinpoint the challenge of character learning as my research problem, which is the subsequent motivation to explain the background and rationale of my research. I also discuss the theoretical concepts of Computer Assisted Language Learning (CALL) in relation to cognitive psychology, the constructivist learning theory and Second Language Acquisition theories. This leads to the presentation of my considerations regarding design principles, strategic approach and other relevant decisions. The multimedia project I designed, named the “Chinese Character Challenger”, a “supplementary courseware for assisting students learning characters”, is an informational and educational-oriented website. It provides learners with the necessary knowledge, hints, tips and sources to cope with their specific learning problems and to achieve their learning potential. It also introduces external resources of learning if learners need further research. The purpose of the website is to assist, to motivate and to further guide students’ learning. To conclude, I have discussed some open issues with regards to adding value in the learning environment.
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Chan, Ngai-man, and 陳毅文. "Epistemological beliefs and critical thinking among Chinese students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B3794325X.
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Cheung, Chok-yee, and 張作儀. "The effectiveness of vocabulary learning strategies of Chinese low achievers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29649742.
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Gao, Xuesong, and 高雪松. "From the Chinese Mainland to Hong Kong: understanding shifts in Mainland Chinese students' English learningstrategy use." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38896382.
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Liang, Nei-yum Venus. "The effectiveness of using CAL software in learning Chinese by lower secondary school students." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040197.
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Yue, Viola Wong Yuk. "Chinese students and their management of learning : a case study of university students in Hong Kong." Thesis, University of Leicester, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422862.
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Liu, Yunzhen. "Heritage and non-heritage Chinese students' perceptions of language learning strategy use." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1532.
Повний текст джерелаАнотація:
Evidence has accumulated that learningChinese as a Foreign/Second Language (CFL/CSL) andas a Heritage Language (CHL) are not the same–it has been proposed, therefore, that different learning strategies and different pedagogy are needed for these two groups of learners. However, knowledge of CHL-specific learning strategies is incomplete, andTCHL-specific pedagogy is under development (Lynch, 2003a). The current comparative study investigates heritage and non-heritage Chinese students’ perceptions of language learning strategy use. It also explores correlations among learners’ individual variables, for example: their language proficiency level, motivations on learning Chinese, and language learning beliefs, together with other variables suchas gender, age, mother tongue, andtheir perceptions of learning strategy use. The study was conducted using both quantitative and qualitative methods. In the quantitative part, the variables of Chinese language learners and language learning strategy use were examined to explore the statistical relationship between the heritage and non-heritage Chinese language learners. Afterinformal pre-interviews and a pilot study, a sample of 278 Chinese language students (142 non-heritages students, 117 heritage students) from eighteen mainstream British universities, colleges, andsenior high schools weresurveyed. The survey was carried out through three structured pencil-and-paper questionnaires, including: a background questionnaire, Horwitz’s Beliefs about Language Learning Inventory (BALLI), and Oxford’s Strategy Inventory for Language Learning (SILL). Statistical analyses wereperformed using SPSS version 17 for Windows, such as Descriptive Analyses, Independent T-Tests, Pearson Product-moment Correlations, Factor Analyses, ANOVAs, Post-hoc Multiple Comparisons,ANCOVA, and Multiple Regressions. In the qualitative phase, the variableswere examined further within a semi-structured interview paradigm. The study addresses questions of both theoreticaland pedagogical significance, and makes specific proposals regarding ways to improve pedagogy forUK heritage and non-heritage Chinesestudents.
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Xu, Rui. "Students' experiences of learning in undergraduate economics at a Chinese mainland university." Thesis, University of Edinburgh, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499705.
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Roberts, Quincy W. "Learning from the media perceptions of "America" from Chinese students and scholars /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8026.
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Thesis (M.A.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of American Studies. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Yu, Yuanfang. "Foreign language learning : a comparative study of Australian and Chinese University students /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16092.pdf.
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Wood, Simon. "The Impact of Sociocultural Factors on the Behaviour, Learning Expectations, and Attitudes to Learning of Australian Primary School Students with Chinese-Born Parents." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/413001.
Повний текст джерелаАнотація:
The educational systems of many Asian countries, and in the context of this project China in particular, are widely perceived by governments and their citizens as superior to the Australian educational system. This perception is due in part to the analysis of successive studies undertaken by the Program for International Student Assessment (PISA). PISA publish performance tables which demonstrate that the performance of students who took the test in China appears higher than that of students who took the test in Australia. Included in the PISA report is a direct comparison of the levels of Mathematics achievement between non-immigrant students and immigrant students who completed the PISA Mathematics test in several countries, including Australia. The PISA comparison of mathematics test results reveals that students in Australian schools who have Chinese-born parents outperform Chinese students studying in China; the analysis would therefore seem to contradict the perception that the educational system of China is superior to the educational system in Australia. Previous research into the specific practices and involvement of Chinese-born parents in Australia is very limited. Research has also been mainly quantitative with many studies relying on mass PISA data or using data from high school students or older. This study makes a key contribution by focusing on primary age students at the earliest stage of their formal education. Using sociocultural theory as a framework, the purpose of this research study was to examine the attitudes and behaviour of Chinese students and their parents in Australia, to test whether these may be responsible in some part for the comparatively high achievement levels of students with Chinese-born parents. By using an exploratory qualitative case study approach, it aimed to provide an understanding of the nature of the possible social-cultural influences. Data were collected by way of semi-structured, face-to-face interviews with individual participants, including parents, students, and a specialist tutor of Chinese students. This study also establishes that the families in this study express what might be considered traditional culturally Chinese attitudes and beliefs. As a result of these cultural influences it is perhaps the key finding from this study that even primary school students at the earliest stage of their formal education engage in the types of behaviour, and express attitudes, which have been demonstrated to impact most on student achievement. The findings support the Cultural-Historical Assumption which posits that cultural values and beliefs are responsible for student behaviour and performance. The Policies and Structures Assumption, which suggests that educational systems and education policies are the best explanation for differences in student achievement between countries and regions, is not supported. This is important because the broader implication is that non-Chinese students in Australia can achieve similarly if they and their parents approach learning with the same levels of expectation and engagement as their Chinese counterparts.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Chen, Junqiu. "Language learning experiences and learning strategy shifts : voices of Chinese (Master) students in one UK university." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/97381/.
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Although there has been considerable research into Language Learning Strategies (LLS) in a variety of educational and cultural contexts, it is still the case that there have been few sociocultural LLS studies that have tried to understand learners’ approaches to learning and using a second language within a particular cultural context. In contrast to widespread LLS studies conducted within a cognitive psychology framework, this interpretive study has attempted to understand the dynamics of the shifts and developments in language learning strategies used by a group of Chinese Masters students in a UK University within a sociocultural theoretical framework. A qualitative approach was used in this research. Data was collected at three stages over a time span of one year of Chinese students' MA academic study in the UK. The first and second stage data collection involved interviews that explored the participants’ LLS use and how this changed and developed during their period of study abroad. The third stage data collection involved a questionnaire survey to validate whether the salient findings identified from the first and second stage interviews also applied to a wider group. Findings suggest the overall characteristics of the participants’ LLS use tend to be creative, flexible, voluntary and independent. The participants’ dynamic changing language learning strategies were shaped by interaction with various social mediating agents: peers, teachers and tutors and other native speakers, social material resources, technology and other artefacts, socio-contextual realities, assessment modes, and all in interaction with learner agency. The outcomes provide insightful and useful guidance to Chinese university students who are planning to pursue their higher education abroad in English-speaking education systems and offer suggestions to teachers and policy makers in China and the UK about the kinds of support that they can offer Chinese students, especially in terms of the development of their competence in their studies through English.
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Lee, Chun-wah. "Effects of cognitive strategy instruction on reading comprehension for academically low achieving students." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21185189.
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He, Yunfeng. "The roles of thinking styles in learning and achievement among Chinese university students." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35762858.
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Qin, Luo. "Cheating or Not - What are Chinese CS Students Thinking about Complex Learning Situations?" Thesis, Uppsala University, Department of Information Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-114164.
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The goal of this paper is to understand Chinese CS students’ views about cheating in complex learning situations. Especially, I focus on how to define some cheating behaviors and how to react when seeing others cheating. In this paper, I both use quantitative and qualitative methods to collect and analyze data. In detail, I use questionnaire and interview to collect data; I use statistical way and phenomenography to analyze the collected data. In this way, I can research these complex cheating situations objectively and in depth. Finally, I find that the results are not optimistic and many students do not have clear conceptions about these complex cheating. Besides these, I also give some suggestions to avoid these cheating behaviors. The methodology and the results in this paper can help others who want to research in this area in the future.
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Zhi, Xulong. "Chinese Students' Learning Experiences and Understanding of Social Work in China and Australia." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/406983.
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The Chinese Central Government has focused significant attention on the social work profession as a pivotal solution to address social issues and tensions resulting from rapid social and economic development. In 2006, the Chinese Government announced an ambitious target of educating a workforce of three million social workers by 2020. Even when, subsequently, this number was halved, it continues to remain an ambitious goal. To achieve the new target of 1.5 million social workers, graduates from associated disciplines are allowed to become social workers by taking the Professional Level Examination. Despite these measures, and although social work in China is advancing rapidly, the social work profession remains relatively underdeveloped.
China faces many challenges in developing both social work education and the profession itself. This thesis argues that to meet these challenges, Chinese social work needs to experience an indigenisation and a professionalisation process to adapt Western values, theories, and knowledge into the Chinese cultural, social, and political contexts. Three main issues relate to this process of indigenisation and professionalization: social work’s low status, a lack of knowledge about the profession, and its blurred professional roles in China. These factors have led to reluctance by many Chinese students to study and practise social work.
Little is known about the experiences of Chinese social work students who have straddled both Western and Chinese education boundaries, with their different learning styles and practices. This study investigated Chinese undergraduate students’ experiences of learning social work in both a China-based program and in a joint China-Australia program, by asking two research questions. Why and how do Chinese students learn social work in China and in Australia? What is Chinese students’ understanding of the social work profession both in China and in a cross-cultural context? This research draws on participants within a joint social work program between GU and CCNU, the first collaborative initiative at the undergraduate level (CCNU, 2019) and established in 2011 with a collaborative Bachelor of Social Work program to deliver a 2 plus 2.5-year joint degree program between China and Australia. This study recruited participants from two cohorts of Chinese students. One cohort studied exclusively in China, while the other studied first in China and then in Australia. From 2014 to 2015, a qualitative study with an insider approach was adopted. Data were collected from several stages of semi-structured interviews with two cohorts of participants over 1.5 years of learning in China and in Australia. Data were first transcribed in Chinese, then translated into English, and converted into NVivo for analysis. Six steps of thematic analysis were applied, from familiarisation with the data, coding, searching for themes, reviewing (including translating)) and refining.
The study concludes that participants reported five different reasons for studying social work, with only one student who studied social work because of an interest in the profession. In regard to how they learned social work, five components emerged that were used to compare and contrast between Chinese and Australian universities, namely classroom learning experiences, experiences of undertaking assessment, teacher and student relationships, support systems, and challenges in learning. In terms of how participants learned social work in practice, the application of learning emerged with two themes including the ability to use theory in practice and learning influenced values.
In relation to the second research question regarding students’ understanding of the profession, the study found three perspectives and the results on professional identity. The first perspective reported participants’ perceptions of social work with two themes. The second perspective was the influence of the government on the role of social work, and two themes were reported. The third perspective related to incongruities in values and ethics, and two themes emerged. The study has concluded that the weak professional identity that both cohorts developed led to their reluctance to choose social work as a future career.
Although a relatively small study in terms of number of participants, this research has some implications for social work education in both China and Australia. It concludes that Chinese universities would benefit from improved promotion of social work to assist Chinese students to understand the profession and that Chinese social work education could adopt five possible changes to provide students with practiceoriented learning in the Chinese context. It also concludes that Australian universities could provide more specific and tailored assistance to Chinese students to enable them to participate fully in their education.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Health Sci & Soc Wrk
Griffith Health
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Pak, Samuel Sungchoon. "Incorporating crosscultural learning strategies to reduce English language learning stresses on Hong Kong's secondary students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1523.
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De, la Rouviere Jeremiah Daneil. "Chinese radicals in spaced repetition systems : a pilot study on the acquisition of Chinese characters by students learning Chinese as a foreign language." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80325.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This thesis explores the effect on learning Chinese characters for learners of Chinese as foreign language through implementing the unique properties of the Chinese script in a prototype spaced repetition system. Both Chinese radicals and the spacing effect have the potential to positively influence the recall ability of students in learning Chinese characters, however the interaction between the spacing effect and Chinese radicals in spaced repetition system, such as Anki and Mnemosyne, had not been tested. An experimental spaced repetition system prototype was designed and developed to investigate these interactions. Two groups of students learning Chinese as a foreign language at the University of Stellenbosch studied the same list of Chinese characters in which there were both massed and spaced characters present. One group had additional information on Chinese radicals on the flashcard. The students were given an immediate post-test to test their recall of the meaning and pronunciation of the Chinese characters. The results showed a positive trend for the spacing effect in which students had higher scores for spaced characters, but the recall ability between the two groups of students did not change regardless of whether there was information on Chinese radicals or not. The results were surprising considering the potential positive impact of Chinese radicals on recall. The thesis concludes that the presentation of information on Chinese radicals in a spaced repetition system does not necessarily improve the recall ability of the students. The impact of explicit instruction on the role of Chinese radicals in Chinese characters and the ability of the student to apply this knowledge should be considered for future research.
AFRIKAANSE OPSOMMING: Die huidige tesis ondersoek die leer van Chinese karakters deur leerders van Chinees as ‘n vreemde taal deur die unieke eienskappe van die Chinese skrif in ‘n prototipe gespasieërde herhalings sisteem te implementeer. Beide Chinese radikale en die spasiërings effek kan potensieël 'n positiewe invloed hê in die vermoë van studente om Chinese karakters te onthou, maar die interaksie tussen die spasiërings effek en Chinese radikale in gespasieërde herhalings sisteme, soos Anki en Mnemosyne, was tot dusver onbekend. ‘n Eksperimentele gespasieërde herhalings sisteem prototipe was geskep om hierdie interaksie te ondersoek. Twee groepe studente van Chinees as vreemde taal by die Universiteit van Stellenbosch het dieselfde lys karakters gestudeer, waaronder gespasieërde en nie-gespasieërde karakters tuis was. Die twee groepe het verskil deurdat een groep ekstra informasie oor Chinese radikale gehad het op die voorkant van 'n flitskaart. Die studente het dadelik daarna ‘n toets ontvang waar hul die betekenis en uitspraak van die Chinese karakters moes onthou. Die resultate het ‘n positiewe neiging getoon vir die spasiërings effek waar studente hoër punte ontvang het vir gespasieërde karakters, maar die vermoë om die karakters te onthou het nie verskil tussen die twee groepe nie. Die resultate was ‘n verassing juis omdat daar ‘n potensieël positiewe invloed kan onstaan deur die impak van Chinese radikale. Die tesis het gevind dat slegs om informasie oor Chinese radikale te wys in ‘n gespasieërde herhalings sisteem nie noodwendig die vermoë van die student om Chinese karakters te onthou verbeter nie. Die impak van eksplisiete instruksie oor die rol wat Chinese radikale in Chinese karakters speel en die vermoë van die student om hierdie kennis toe te pas hoort verder ondersoek te word.
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Drew, Lai Po-yin Miranda. "Towards a model of learning outcomes for Hong Kong Chinese tertiary students : a casual modeling investigation of attributions, self-concept, learning approaches and achievement /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20294189.
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Hardie, Julie Christine. "New Opportunities or difficult challenges? Self-regulation of learning in Chinese students in a western university setting." Thesis, University of Canterbury. UCTL - University Centre for Teaching & Learning, 2009. http://hdl.handle.net/10092/3392.
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International students often desire to study overseas and many countries, including New Zealand, welcome them into their schools and universities. Students from Mainland China, one of the most populous countries in the world and, until quite recently closed to the rest of the world, have, in the past few years, made up the large majority of those who come to New Zealand to study. Those wishing to enter university after completing high school in China must acquire a specified level of English and successfully complete a two semester long Foundation Studies course, before being eligible for undergraduate study. Research into independent or self-regulated learning has shown that Western (mainly American) students are much more successful academically and enjoy their studies more if they are willing and able to self-regulate their learning. This research has occurred mostly in Western settings with Western participants. The present research using a mixed methods approach aimed to examine the self-regulated learning, epistemological beliefs, demographic factors and personality traits of Mainland Chinese students studying in the Foundation Studies course and to determine whether any of these factors appeared to have any appreciable effect on their experiences in the course and on their final outcomes. The research found that while no one specific factor seemed to determine experiences and outcomes, it would appear that personality characteristics of face, optimism and other Dependability scores may mediate factors such as ability (measured by grades), length of time in the country, self-regulated learning and motivational strategies (such as organisation, time management, effort regulation and self-efficacy), and previous independent learning to influence these experiences and outcomes. While it appears that the North American theory of self-regulated learning is applicable to these students, it seems that cultural beliefs may affect which self-regulatory factor is most salient in their academic outcomes. Further research would be valuable to clarify these differences.
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Rong, Ma. "The perceptual learning style preferences of Chinese students of English as a foreign language." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30831.
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This dissertation reports on an empirical study on perceptual learning style preferences of Chinese learners who study English as a foreign language in the People's Republic of China. The study attempts to identify perceptual learning style preferences of these learners and to find out the differences and relationships between perceptual learning style preferences and the following learner variables: educational level field of specialization, and duration of native speaker instruction. The study also explores the factors that influence the shaping and change of learning style preferences. Six hundred and eighty-two Chinese EFL learners from secondary schools and tertiary institutions participated in the study. Data were collected by means of a questionnaire survey and a retrospective writing activity. The questionnaire was an adapted version of Reid's Perceptual Learning Style Preferences Survey. Quantitative data from the questionnaire survey were analyzed using both descriptive and correlational techniques including frequency and mean counting, ANOVA, Scheffe test, and MANOVA. Results showed that this sample of Chinese learners strongly preferred visual and kinesthetic learning and reported less preference for auditory, tactile, group, and individual learning. Results from the ANOVA indicated that there were statistical significances between learning style preferences and the three learner variables under investigation. Results from the MANOVA revealed statistically significant interactions between learner variables and learning style variables. Qualitative data from the retrospective writing activity was complementary to the questionnaire survey. Fourteen factors were identified to have an effect on the shaping of learners' learning style preferences. These factors were classified into learner factors and non-learner factors. This thesis concludes with a discussion of implications from three perspectives, theory, practice and methodology and a consideration of recommendations for future research at both macro- and mirco-levels.
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Meng, Zhaohui. "Writing to transform, Chinese graduate students' stories in epistemological learning of English academic writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/MQ45966.pdf.
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Louw, Mattheus J., Lynette Louw, and Yanxia Li. "Learning style of Chinese event management students." 2016. http://hdl.handle.net/10962/69167.
Повний текст джерелаАнотація:
There is a demand for social development in China by establishing, inter alia, a framework focusing on the employability of university graduates and developing self-directed learners. The key to achieving this would be to gain a better understanding of how learning styles, as one of the cognitive factors, contribute towards academic performance in order to provide meaningful learning experiences.
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Lin, Wu I., and 吳宜霖. "Japanese Students’ Phonic Fallacy when Learning Chinese Language." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/20560999651775287013.
Повний текст джерелаАнотація:
碩士國立臺中教育大學
語文教育學系碩士班
94
This research intents to collect Chinese learning information of Japanese student through a series of Phonetic examinations in order to understand Japanese Students’ common pronunciation fallacies when learning Chinese. Research subjects are thirty-two Japanese students taking courses in the Chinese Division in the Language Center of Feng Chia University and the Chinese Language Center of National Tung Hai University. Subjects are first tested on listening skills to provide a basic understanding the level of the subjects’ Chinese comprehension. Then, pronunciation test is given to the subjects to understand the subjects’ errors in pronunciation. The errors are then analyzed, categorized inductively, and theorize the origin of these errors. Research shows three possible categories of reasons for Japanese Students’ pronunciation error: 1. Mispronunciation: 〔f〕 pronounced as 〔Φ〕; confusion in distinguishing aspirant sound and non-aspirant sounds; confusion in distinguishing blade-alveolar and retroflexes; confusion in distinguishing 〔ʐ〕and〔l〕, confusion in distinguishing between〔an〕/〔ɑŋ〕 and〔ən〕/〔əŋ〕; difficulty in rounding of the labial, and misconception in pitch contour at the end of sentences. 2. Replacement of sounds: problems in the vocalization of stop sounds; problems in rounding of the labial. 3. Exaggeration of sounds: retroflexes sounds, retroflex sounds, and diphthongs are not connected smoothly. This research also discovers listening apprehension skills highly influences pronunciation skills. That is, students who can distinguish different sounds accurately can also speak more accurately. Lastly, this research intends to provide suggestions for future Chinese teaching programs and future researches in the related field.
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Damdinbazar, Altanantig, and 甘提格. "Tonal error of Mongolian students learning mandarin Chinese." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/15068147683553017124.
Повний текст джерелаАнотація:
碩士銘傳大學
應用中國文學系碩士班
98
Abstract In regards to teaching Chinese for as a second language to foreign students and research in the field of teaching Chinese phonetics show that there are connections between pronunciation errors speaker’s native country. Special teaching methodologies are needed for students who come from a different countries, and furthermore these methodologies can be tailored to suit the strengths and weaknesses associated with speakers from that country. Our research in the Mongolian and Chinese “Chinese Study” database, “Chinese Language” database, and Chinese periodicals was shows that no research or documents have been recorded in regards to Mongolians learning Chinese speech tones. While our research has found some research articles from Inner Mongolia, there were still no research from Mongolia. There exists a difference in that Inner Mongolia and Mongolia’s language environments are not same, so the result of the research is not same. This study is based on other the work of other researchers in similar fields of study. In our study, Mongolian students who presently study in China or Taiwan are chosen and surveyed either face to face or over the internet. The surveys were recorded and analyzed to examine tonal errors in Mongolian students learning Chinese. The survey consisted of 40 Mongolian students. The survey consisted of 3 primary sections: single syllable words, double syllable words, and double syllable words used in a sentenced. The goal of the survey is to try to find out which Chinese tone is easy for Mongolian students to learn or pronounce, which tone is hard to pronounce, and also the reason for it. The secondary goal of the survey is to document for textbook writers and educators what foreign students believe would be more effective ways to teach Chinese to foreign students. Through this study we found out that Mongolians learning chinese as a second language is not necessarily related with their age, motivation nor ways of study in a major fashion. Instead environment in which they begin and continue their study is shown to have the greatest impact on pronounciation. Furthermore, Mongolian students generally find it hard to pronounce Tone-2 even in single syallable or double syallable words. Key words: Chinese tone of phonetics, Mongolian students, error, analysis, single syallable words , double syallable words.
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Huang, Shih-Lin, and 黃士玲. "The Analysis of Cooperative Learning on students’ learning experience in Chinese class." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/03274720111200749746.
Повний текст джерелаАнотація:
碩士長榮大學
經營管理研究所
103
For students’ achievements of each child, the teaching strategy must be activated to enable students to participate actively in learning activities. The cooperative learning is one of the effective teaching methods of activation. Therefore, the purpose of this study is to investigate the status of cooperative learning which was implemented in vocational high school students in Chinese class, and to analyze whether there is any difference on students' learning experience by using the technique of Importance-Performance Analysis. The quasi-experimental research method was used in this study. There were 133 female students participated the study were taught by the same Chinese teacher for one semester in a private vocational high school in Tainan. In all students, 73 were in the experimental group (by cooperative learning method) and the rest 60 were in the control group (by traditional lecture method). The questionnaire was conducted to collect students’ learning experience in the end of semester.The questionnaire data were analyzed respectively with Paired-Samples t-test, Independent-Sample t-test, and Importance-Performance Analysis (IPA), the results were as follows: 1. Whether to accept the cooperative learning or the traditional lecture, the importance awareness of the students was better than the actual performance of the ones. 2. There were no significant differences in the importance awareness in "learning motivation and learning attitude", "collaboration skills and peer interaction" and "teacher-student relationship" between the experimental group and the control group. 3. In actual performance, the difference was significant in the “ learning motivation and learning attitude ", and "cooperation skills and peer interaction" as well in those two groups. In contrast, there was no significant difference in the "teacher-student relationship". 4. After IPA analysis, the importance awareness and actual performance in learning motivation and attitude of two groups were classified the third quadrant which is the low priority section. This finding is relevant to misleading self-attribution and low self-worth due to long-term frustration for those vocationaln school students with low grade performance. According to the findings, the recommendations will be applied to the school administration, teaching activities and relevant researchers in the future.
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Ho, Hsiu-Man, and 何秀滿. "A Study of Students' Learning Motivation, Learning Behavior and Learning Effectiveness of Chinese Medicine Curriculum for Beauty Major College Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/8n2v8z.
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碩士國立屏東科技大學
技職教育研究所
105
The purpose of this study is to investigate beauty major college students' learning motivation, learning behavior, and learning effectiveness in taking the Chinese medicine curriculum. A questionnaire was administered to beauty major college students in the Pingtung and Kaohsiung districts during the first semester of purposive sampling in 2016. A total of 490 questionnaires were distributed, of which 421 were valid. The effective rate for the questionnaire was 91%. The collected data was analyzed using SPSS 18.0 for Windows. The analysis was conducted through five methods, descriptive statistical analysis, independent sample t-test, one-way ANOVA, Pearson product-moment correlation analysis and multiple hierarchical regression. The results are as follows: 1. The learning motivation, learning behavior, and learning achievement of beauty major college students in Pingtung and Kaohsiung districts are positively related. The relationship between learning motivation and career progression scored the highest. The relationship between learning behaviour and learning attitude scored the highest. The relationship between learning effectiveness and results scored the highest. 2. Due to difference in age, school system, family income, beauty license, internship/work experience, beauty major college students taking the Chinese medicine curriculum have significant diversities in terms of learning motivation, learning behavior, and learning achievement. 3. The learning motivation and learning behavior of beauty major college students in the Pingtung and Kaohsiung districts are positively related to a medium to high degree. And, learning motivation and learning achievement, learning behavior and learning achievement are positively related from a medium to high degree. 4. The learning motivation and learning behavior of beauty major college students in the Pingtung and Kaohsiung district are positively related to learning achievement. Therefore, learning motivation and learning behavior are predictors of learning achievement. Based on the results of this study, further research topics and suggestions are proposed to beauty schools, teachers, the beauty industry, students, and parents.
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Li, S. "A comparative study of approaches to learing [i.e. learning] of Chinese background students from mainland China, Hong Kong, Malaysia and Singapore in Australian educational discourse." Thesis, 2007. https://eprints.utas.edu.au/20653/1/whole_LiShi2007_thesis.pdf.
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The aim of this PhD research is to uncover different Chinese nationals' approaches to learning with a view to enhancing their learning efficiency as well as informing approaches to Australian course design and delivery. In a broader sense, this research aims to explore the national identities of Chinese students from differing backgrounds (mainland China, Hong Kong, Malaysia, and Singapore). Quantitative and qualitative approaches were used in this study. 179 Chinese students at two Australian universities participated in the questionnaire of OECD model with a focus on learning strategies, motivation, self-related beliefs and learning preferences. Several students participated individually in an interview. According to the findings, there was a consistency among Chinese students of different regions in their views and behaviours about their approaches to learning in tertiary education in Australia. However there were also some differences in regards to the use of some learning strategies. For example, Mainland Chinese students strongly valued the function of understanding in learning and the use of elaboration strategies. They also showed more instrumental motivation than interest compared to other groups. Hong Kong students strongly favoured memorization strategies in the belief that repetition could improve understanding. The analysis of the interview data gave important insights about their views on learning, national identity, and academic achievement.
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Liao, Zih-Han, and 廖子涵. "Error analysis of Mongolian students learning Chinese Phonetics in Taiwan." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/74695251845713924193.
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