Starting College, Quitting Foreign Language: The Case of Learners of Chinese Language during Secondary-Postsecondary Transition

Cultivation of Students’ Independent Learning Ability in Teaching Chinese as a Foreign Language Based on the CDIO Model of Guiding Data Structures and Hidden Markov Algorithms

“…It is possible to better improve the learning efficiency of learners. erefore, in learning Chinese as a foreign language, it is meaningful to study students' learning, focus on learners, and cultivate the learning ability of foreign Chinese learners [7]. In classroom teaching, teachers tend to focus on cognitive strategies that are closely related to specific learning contents and tasks but neglect metacognitive strategy training, which makes it difficult to improve learners' strategy awareness and strategy application, and may lead to low learning efficiency [8].…”

Motivations and Disincentives in Studying the Languages of the Asia-Pacific Region in Aotearoa New Zealand

“…Threaded through the analysis of our findings is how students learning subject languages is positioned by a society that does not necessarily value the endeavour. This positioning is underscored in our data by how educational institutions create contexts for language learning that motivate or deter learners (Diao & Liu, 2020). The language learners we interviewed, on the other hand, positioned themselves as successful language learners or needing to make pragmatic decisions to give up subject language learning.…”

Caring is pedagogy: Foreign language teachers’ emotion labor in crisis

“…Furthermore, because L2 teachers’ emotion labor is so closely intertwined with language learners’ affect, any demonstration of students’ disinterest or anxiety in the classroom – whether it is actually related to L2 learning – is assumed to be the teacher's work to help manage and alleviate ( Gkonou & Miller, 2019 ). In the case of the teaching of LOTEs in primarily Anglophone countries, the institutional marginalization of language learning in education creates a particular set of emotional challenges in the face of hegemonic discourses of a global marketplace mediated through English ( Acheson, Luna, Taylor, 2016 ; Diao & Liu, 2021 ), adding further stress for teachers to hold the interest of their students as they vie for institutional support for their programs, which is often synonymous with maintaining or increasing enrollments. Furthermore, because of language teachers’ roles as not only subject experts but representatives of communities of speakers and cultures (compare Song, 2016 ), the positive emotions they attempt to foster towards the languages and cultures they teach have implications for not only their professional but also their personal identities in unique ways.…”