Journal of Chinese Language Teaching in Europe 欧洲中文教育

’Chinese + Media’ - An Analysis of PaTh’s Operation and Maintenance Strategies for Sea Media Cultural Accounts

Ming Liu — Sun, 24 Nov 2024 00:00:00 +0000

The overseas media cultural account People and Things (PaTh) is an important window for people in different countries to obtain Chinese learning information, understand Chinese culture, connect with broad public opinion, and promote the exchange of Chinese and foreign civilisations, and its development level and operation and maintenance effects have a bearing on the image-shaping of international Chinese language education brands. This study investigates PaTh’s accounts operating on the Facebook, YouTube, and Twitter platforms; adopts a combination of qualitative and quantitative research methods, such as data capture and case study analysis to examine their overseas visibility and international influence; and analyses the strategies and development suggestions for the operation and maintenance of Chinese cultural accounts in overseas countries. We also analyse the strategies and development suggestions for operating and maintaining Chinese cultural accounts overseas.

Survey and Analysis of Chinese Consonant Learning among Hungarian Learners: A Perspective from Self-Assessment and Auditory Discrimination

Zehong Mou — Sun, 24 Nov 2024 00:00:00 +0000

This article aims to explore the difficulties that Hungarian learners may encounter in learning the pronunciation of Chinese consonants from the perspectives of self-assessment and auditory discrimination. Firstly, based on the comparison of Chinese and Hungarian by Dr Ye Qiuyue, we boldly speculate that Hungarian learners may face challenges in learning the pronunciation of Chinese consonants. Secondly, through learners’ self-tests and auditory discrimination, we identify relatively challenging pronunciations. Building on these difficulties, a teacher survey is conducted to compare learners’ self-awareness with objective facts, thereby evaluating their performance in recognising Mandarin consonants. Finally, by combining the results of self-tests, auditory discrimination, and teacher surveys, we substantiate our previous assumptions. Through in-depth analysis, we confirm that the consonants j[tɕ], q[tɕʻ], x[ɕ], k[kʻ], h[x], c[tsʻ], zh[ʈʂ], ch[tʂʻ], sh[ʂ], and sh may pose higher difficulties for learners during the learning process.

Exploring Demotivating Factors at Different Stages of Learning Chinese as a Second Language: A Case Study of European Adult Learners

Zihan Xu — Sun, 24 Nov 2024 00:00:00 +0000

Demotivation has emerged as a significant issue in second language learning, leading learners to pause, slow down, or even abandon their studies. In L2 Chinese education, numerous empirical studies have focused on motivating factors, but few have explored demotivation, particularly among informal adult learners. Despite that their motivational changes could offer valuable insights into language education, this group has not received sufficient attention from researchers. Drawing on Van den Branden’s (2022) integrated language learning motivation model, this study reports a qualitative analysis of demotivating factors based on interviews with three European adult Chinese learners at primary, intermediate, and advanced levels. The findings reveal that dominant demotivating factors varied across different stages of learning, and the impact of co-existing demotivating factors shifted throughout the process. Demotivating factors emerged intensively in the stage when L2 Chinese learners mastered the basics and began applying the language in real-life contexts. When these negative factors were not addressed in a timely manner, they significantly diminished motivation; conversely, timely intervention mitigated their impact. The study also found that demotivating factors often originate from the negative development of motivating factors, with negative perceptions of success and value being the most influential. However, these factors do not necessarily lead to demotivation or abandonment of learning. Finally, a revised multi-level language learning motivation model is proposed, positioning demotivation and motivation on a continuum.

Factors Influencing Chinese Learners’ Satisfaction with Online Classes: Insights from Confucius Institutes in Hungary

Luyu Chen — Sun, 24 Nov 2024 00:00:00 +0000

This quantitative study investigates the factors that influence Chinese as a Foreign Language (CFL) learners’ satisfaction with online learning in the context of Hungarian Confucius Institutes. The COVID-19 pandemic forced a rapid shift to online instruction, and while the acute phase of the pandemic has subsided, its impact on education remains significant. This study explores learners’ preferences and satisfaction with online learning in the post-pandemic era. A questionnaire was administered to 241 CFL learners
across five Confucius Institutes in Hungary, and in-depth interviews were conducted with two learners to provide contextual insights. An exploratory factor analysis and a scale reliability analysis were performed to examine the underlying structure and reliability of the questionnaire data. Five key factors influencing learner satisfaction were identified: engagement and interaction, technical issues, preferences for learning methods, teaching methods and course design, and assessment and feedback. Learners expressed a strong preference for face-to-face learning, citing concerns about engagement, interaction, and motivation in online environments. Technical challenges and the user interface of the online learning platform were also areas of concern. However,
learners expressed satisfaction with teachers’ performance and responsiveness in online classes.

The History and Current Status of Chinese Language Teaching in Hungary: A Case Study of the Chinese Department and Confucius Institute at Eötvös Loránd University (ELTE)

Qiuyue Ye — Sun, 24 Nov 2024 00:00:00 +0000

The field of Chinese studies is very well established in Hungary. With the advances in Chinese language teaching and the rapid development of relations between China and Hungary in recent years, the number of Chinese learners in Hungary has increased, and ‘Chinese fever’ continues to spread. This article reviews the history and the current situation of Chinese language teaching in university Chinese departments and Confucius Institutes in Hungary; conducts an in-depth analysis of Chinese language teaching institutions, focusing especially on the curriculum and teaching methods in Chinese departments; reveals existing problems; and proposes appropriate solutions.

An Overview of the Milestones and Achievements in Chinese Language Education of the 20-Year-Old Hungarian–Chinese Bilingual Primary and Secondary School

Zsuzsanna Karsai — Sun, 24 Nov 2024 00:00:00 +0000

The Hungarian–Chinese Bilingual Primary and Secondary School celebrates its 20th anniversary in 2024. The aim of this study is to provide an overview of the changes that the institution has undergone over this period and the major milestones it has reached. The study briefly summarises the organisational structure of Chinese language education at the institution and presents quantifiable results achieved in this field. This includes the year-end assessments of students’ performance in Chinese language classes, data from target language tests conducted by the Hungarian Educational Authority in Grades 6 and 8, and the results of the students’ leaving examinations. Finally, the study presents the further education paths of the school’s graduates, summarised by their chosen higher educational institutions.