Author(s)

Jiani Zou ¹, Yujuan Shi ², Yan Li ¹

Affiliation(s)

¹ Beijing Union University, Beijing, 100101, China
² Beijing Institute of Population and Social Development, Beijing, 100101, China

Corresponding Author

Yan Li

ABSTRACT

Chinese-speaking teenagers represent a major force of the population learning Mandarin overseas. These teenagers face multiple challenges in learning Mandarin, including a limited language environment at home and within society, a lack of systematic language learning processes, language thinking mode influenced by "negative transfer" from English, and uneven abilities in listening, speaking, reading, and writing. For effective Mandarin teaching for overseas Chinese teenagers, it is essential to explore and address these challenges. This paper examines the motivations for oversea Chinese teenagers learning Mandarin, and proposes using systematic rules and practice methods, as well as develop teaching activities that fit their daily life and cultural background to create a conducive language learning environment, promote their language learning during their linguistic critical period, and improve their pronunciation, tone, and practice. In addition, we can also combine various forms of speech expression training such as recitation, speech, hosting, etc., to comprehensively improve the level of spoken Mandarin.

KEYWORDS

Overseas Chinese Teenagers; Mandarin Chinese Learning; Mandarin Teaching

CITE THIS PAPER

Jiani Zou, Yujuan Shi, Yan Li, Current Situation of Chinese Mandarin Learning among Overseas Chinese Youth. Lecture Notes on Language and Literature (2023) Vol. 6: 65-68. DOI: http://dx.doi.org/10.23977/langl.2023.061610.

REFERENCES

[1] Lan, Y. (2009). Motivation of next-generation Chinese learners in Chinese-American families and their teaching strategies. Journal of Correspondence Education (Philosophy and Social Sciences Edition), 22(07), 63-66. 
[2] Wei, Y. J., Wang, J. Q., & Wei, H. L. (2013). Survey and research on the retention and transfer of mother tongue among Chinese-Americans in the US. Chinese Teaching in the World, (01), 46-53.
[3] Zhang, H. (2015). Investigation and reflection on the language situation of Chinese-American children's families. International Chinese Language Teaching Research, (03), 67-73.
[4] Dulay, H. and M. Burt. Remarks on creativity in language acquisition. In Viewpoints on English as a second language, eds. M. Burt, H. Dulay and M. Finnochiaro, 95–126. New York: Regents. 1977.

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