Definitional Ambiguity and Learning Needs in Advanced Chinese: A Comparative Study of Learner and Instructor Perspectives

Current language proficiency frameworks exhibit structural limitations in advanced-level descriptions, including overly broad capability descriptors, unclear stage weightings, and neglect of learner heterogeneity, leaving advanced Chinese curriculum design without adequate grounding. Grounded in needs analysis theory and Self-Determination Theory, this study collected questionnaire data from 117 advanced Chinese learners and 36 instructor experts across Asia, Europe, and North America, analyzed using weighted statistics, rank-order analysis, and independent samples t-tests. Three main findings were identified: (1) regarding learning motivation, instructors significantly overestimated extrinsic motivators such as credit requirements and family expectations, while overlooking learners' strong intrinsic interests and cultural identity orientation; (2) regarding curriculum topics, both groups reached consensus on foundational skills, but diverged on advanced topics — instructors preferred news media and communication strategies, while learners emphasized practical everyday contexts; (3) regarding learning difficulties, learners reported insufficient listening and speaking practice and limited topic choices, while instructors were more concerned with course difficulty and content engagement. Drawing on these findings, this study identifies three defining characteristics of advanced Chinese learning needs: strong intrinsic motivation, high thematic heterogeneity, and pronounced learner-instructor perceptual gaps. Accordingly, this study proposes a dual-track modular curriculum framework, with compulsory core language skills and elective thematic modules, designed to accommodate the diverse backgrounds and intrinsic motivations of advanced learners.

Keywords

advanced Chinese learning, needs analysis, learning motivation, learner-instructor perceptual gap, curriculum design

source

International Journal of Chinese Language Education; Jun 2026; Issue No. 19; p.43-82

Language

Chinese