Ghanaian Students’ Perceptions of Chinese Language Learning
DOI:
https://doi.org/10.47672/ajep.1329Keywords:
Chinese language learning, Chinese, students’ perceptions, Ghanaian studentsAbstract
Purpose: Chinese language proficiency presents myriads of opportunities. However, students’ perceptions influence their decisions to learn the language and since perceptions vary in different contexts, this study examined how Ghanaian students perceive Chinese language learning.
Methodology: The qualitative approach, with the descriptive research design was used for the study. The target population was the University of Cape Coast students who were neither reading BA Chinese language programme nor taking free Chinese language and culture classes. Using the convenience sampling technique, twenty-two students who volunteered to partake in the study were selected. Data for the study were collected using an open-ended questionnaire. The data collected were analysed using the thematic content analysis based on the techniques of opening and axial coding.
Findings: The results revealed that Ghanaian students generally had positive perceptions of Chinese language learning, and those with unfavourable perceptions are likely enroll onto a form of Chinese learning course if they become aware of the benefits associated with proficiency in Chinese language.
Recommendations: The study recommend that outreach programmes should be instituted by Chinese language centres in Ghana to sensitise the public on the benefits of Chinese language learning. The study also recommend more research to be done on Chinese language.
Downloads
References
Bao, R., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: Benefits and Challenges. Language, Culture, And Curriculum, 28 (3), 291-310. https://doi.org/10.1080/07908318.2015.1058392
Bearse, C., & De Jong, E. J. (2008). Cultural and linguistic investment: Adolescents in a secondary two-way immersion program. Equity and Excellence in Education, 41, 325-340. https://doi.org/10.1080/10665680802174817
Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. Modern Language Journal, 92, 387-401. https://doi.org/10.1111/j.1540-4781.2008.00753.x
Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93, 46-60. https://doi.org/10.1111/j.1540-4781.2009.00827.x
Chen, Y. M. (2022). Understanding foreign language learners’ perceptions of teachers' practice with educational technology with specific reference to Kahoot! and Padlet: A case from China. Education and Information Technologies, 27(2), 1439-1465.
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. USA: Sage.
Dörnyei, Z. & Kormos, J. (2000).The role of individual and social variables in oral task performance. Language Teaching Research, 4, 1362-1688. https://doi.org/10.1191/136216800125096
Dressler, K. (2010). “There is no space for being German”: Portraits of willing and reluctant heritage language learners of German. Heritage Language Journal, 7, 1-21.
Gao, X. (2020). Australian students’ perceptions of the challenges and strategies for learning Chinese characters in emergency online teaching. International Journal of Chinese Language Teaching, 1(1), 83-98.
Kuo, I., (2011). Student perceptions of student interaction in a British EFL setting. ELT Journal: English Language Teaching Journal, 65(3), 281–290. https://doi.org/10.1093/elt/ccq063
Lam, E. T., Wang, L. C. C., & Zhao, X. W. (2018). Students' perception of quizlet as a Chinese learning tool: A preliminary study. International Journal of Technology Enhanced Learning, 10(1-2), 128-136.
Lau, K. L. (2013). Chinese language teachers' perception and implementation of self-regulated learning-based instruction. Teaching and Teacher Education, 31, 56-66.
Mackey, A. (2002). Beyond production: learners’ perceptions about interactional processes. International Journal of Educational Research, 37, 379-394. https://doi.org/10.1016/S0883-0355(03)00011-9
Mackey, A., Gass, S. & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22, 471-497. https://doi.org/10.1017/S0272263100004022
McDonough, K. (2004). Learner-learner interaction during pair and small group activities in a Thai EFL context. System, 32, 207-224. https://doi.org/10.1016/j.system.2004.01.003
McDonough, K., & Chaikitmongkol, W. P. (2007). Teachers’ and learners’ reactions to a task-based EFL course in Thailand. TESOL Quarterly, 41(1), 107–132. https://doi.org/10.1002/j.1545-7249.2007.tb00042.x/pdf
Nkrumah, B., & Asamoah, R. (2022). Ghanaian Chinese language learners’ perception of Chinese characters. Journal of Foreign Language Teaching and Learning, 7(2), 329-352.
Opoku-Darko, J., & Nkrumah, B. (2022). Effect of gender on morphological awareness and reading comprehension competence in Chinese language: Evidence from the University of Cape Coast. American Journal of Education and Practice, 6(4), 13-25.
Rivera, G. M., & Matsuzawa, C. (2007). Multiple-language program assessment: Learners’ perspectives on first-year and second-year college foreign language programs and their implications for program improvement. Foreign Language Annals, 40, 569–583. https://doi.org/10.1111/j.1944-9720.2007.tb02881.x
Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA–Colombia. Modern Language Journal, 85, 244–258. https://doi.org/10.1111/0026-7902.00107
Smith, S. A., & Li, Z. (2022). Closing the enjoyment gap: Heritage language maintenance motivation and reading attitudes among Chinese-American children. International Journal of Bilingual Education and Bilingualism, 25(3), 1070-1087.
Tse, L. (2000). Student perceptions of foreign language study: A qualitative analysis of foreign language autobiographies. The Modern Language Journal, 84(1), 69-84. https://doi.org/10.1111/0026-7902.00053
Wagner, E. (2010). Survey research. In B. Paltridge, & A. Phakiti (Eds.), Continuum companion to research methods in applied linguistics (pp. 22-38). Continuum.
Wang, C. (2017). Two affective variables and language learners’ perceptions of classroom interaction. The Journal of Asia TEFL, 14(1), 16–31. https://doi.org/10.18823/asiatefl.2017.14.1.2.16
Xu, C. L. (2022). Portraying the ‘Chinese international students’: A review of English-language and Chinese-language literature on Chinese international students (2015–2020). Asia Pacific Education Review, 23(1), 151-167.
Xu, H. L., & Moloney, R. (2011). Perceptions of interactive whiteboard pedagogy in the teaching of Chinese language. Australasian Journal of Educational Technology, 27(2), 307-325. https://doi.org/10.14742/ajet.972
Zhao, L. (2015). 任务型口语课堂汉语学习者协商互动研究 (Research on negotiated interactions among Chinese language learners in task-based spoken classroom),世界汉语教学 (Chinese Teaching in the World), 3, 362-376. https://doi.org/10.13724/j.cnki.ctiw.2015.03.006
Zhong, Z., & Adegah, C. D. (2022). “Why I am Back”: A case study of Charlie an African Chinese language teacher. Forest Chemicals Review, 2291-2299.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 James Opoku-Darko
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
