The Construction of Learning Community and the Development of International Postgraduates’ Academic Chinese Proficiency—A Case Study Based on Narrative

The training of high-level and professional talents requires more research and practice on the acquisition and application of CAP (Chinese for academic purposes). Social Constructivism learning theory emphasises ‘situation’, ‘collaboration’, ‘conversation’ and ‘meaning construction’, meanwhile, Second Language Socialisation theory emphasises the social communication process in which language learners participate. It means that there may be a deep connection between learning community establishment and CAP acquisition. This paper records an account of a postgraduate student from Thailand participating in a learning community after her undergraduate study. Based on her academic practice and deep thought, the research analysed how learning community can have an influence on the development of academic Chinese proficiency (including Chinese academic writing norm and writing ability, thinking and practical ability in Chinese academic research, etc.). The significance of learning community in the eyes of learners, the needs of establishing learning community and the requirements of building and maintaining learning community are also discussed in depth. This paper argues that members of learning community, driven by the common learning goal, are connected with each other. The sharing of Chinese academic knowledge and research ideas, open communication and joint learning can promote academic Chinese proficiency of foreign students.

Keywords

learning community academic Chinese proficiency educated international students case study

source

International Journal of Chinese Language Education; Jun 2022; Issue No. 11; p.117 - 138

Publisher

Department of Chinese Language Studies, The Education University of Hong Kong
Chinese Language Program, Columbia University
Chung Hwa Book Co. (H.K.) Ltd.

Language

Chinese

ISSN

2520-7733 (Print); 2521-4241 (Online)