Perceções de estudantes universitários chineses sobre o ensino-aprendizagem de português língua estrangeira – Iniciantes

Ana Margarida Belém Nunes; Francisco Pelicano Antunes

doi:10.5817/ERB2020-1-13

Chinese university students' perceptions on teaching and learning of Portuguese as a foreign language – beginners

Vol.41,No.1(2020)

Ana Margarida Belém Nunes Francisco Pelicano Antunes

https://doi.org/10.5817/ERB2020-1-13

Stable URL (handle):
http://hdl.handle.net/11222.digilib/142581

PDF (Portuguese)

Abstract

Second language teaching and learning is a complex process largely influenced by the perceptions of the teacher and the student, with an evident impact on the success of the education. Understanding the cultural identity of the learner and their perceptions of the foreign language teaching-learning process as well as their openness to the proposed activities is very important to ensure successful learning and to avoid conflicts between the learner's culture and new pedagogical tendencies. The present work seeks to better understand the perceptions that the Chinese learner of Portuguese as a Foreign Language (PFL) has. Using survey-based research, the results point out to a student that is deeply molded by its cultural background but also very active and receptive to the novelty.

Keywords:
Chinese learner; teaching and learning traditions; Portuguese as a foreign language; student perceptions

Pages:
197–215

References

Becker, J. (2006). Dragon rising. Washington, D.C.: National Geographic.

Belchior, M. J. (2011). Chineses aprendem mais português. Revista Macau 23, IV (junho), 49–59.

Biggs, J. B. (1996). Western misperceptions of the Confucian-heritage learning culture. In The Chinese learner: Cultural, psychological and contextual influences (pp. 45–68). Hong Kong: The University of Hong Kong.

Bond, M. H. (1991). Beyond the Chinese face: Insights from psychology. Hong Kong: Oxford University Press.

Celce-Murcia, M. (2014). An overview of language-teaching methods and approaches. In Teaching English as a second or foreign language (2–14). Boston: National Geographic Learning-Heinle Cengage Learning.

Chan, C. (2008). Pedagogical transformation and knowledge building for the Chinese learner. Evaluation and Research in Education, 21, 3, 235–251.

Confúcio. s.d. Analectos. Mem Martins: Publicações Europa-América.

Cooper, B. J. (2004). "The enigma of the Chinese learner". Accounting Education, 13, 3, 289–310. | DOI 10.1080/0963928042000273780

Dzau, Y. F. (1990). English in China. Hong Kong: API Press.

Fang, Y.; Gopinathan, S. (2009). Teachers and teaching in Eastern and Western schools: A critical review of cross-cultural comparative studies. In International handbook of research on teachers and teaching (pp. 557–572). New York: Springer.

Gu, Q.; Schweisfurth, M. (2006). Who adapts? Beyond cultural models of "the" Chinese learner. Language, Culture and Curriculum, 19, 1, 74–89.

Hu, G. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15, 2, 93–105.

Huang, R.; Leung, K. S. (2004). Cracking the paradox of Chinese learners: Looking into the mathematics classrooms in Hong Kong and Shanghai. In How Chinese learn mathematics – Perspectives from the insiders (pp. 348–381). Singapore: World Scientific Publishing.

Hui, L. (1997). New bottles, old wine: Communicative language teaching in China. Forum, 35, 4, 38–47.

Jin, L.; Cortazzi, M. (2006). Changing practices in Chinese cultures of learning. Language, Culture and Curriculum, 19, 1, 5–20.

Kember, D. (2000). Misconceptions about the learning approaches, motivation and study practices of Asian studies. Higher Education, 40, 99–121. | DOI 10.1023/A:1004036826490

Lee, E. L. (2007). Linguistic and cultural factors in East Asian students' oral participation in U.S. university classrooms. International Education, 36, 2, 27–47.

Li, J. (2001). Chinese conceptualization of learning. Ethos, 29, 2, 111–137. | DOI 10.1525/eth.2001.29.2.111

Li, J. (2004). A Chinese cultural model of learning. In How Chinese learn mathematics (pp. 124–156). Singapore: World Scientific.

Littlewood, W. (2000). Do Asian students really want to listen and obey? ELT Journal, 54, 1, 31–36. | DOI 10.1093/elt/54.1.31

Liu, N-F.; Littlewood, W. (1997). Why do many students appear reluctant to participate in classroom learning discourse? System, 25, 3, 371–384. | DOI 10.1016/S0346-251X(97)00029-8

Mak, G. C. L. (2008). Diversity in the Chinese classroom in changing contexts. Evaluation and Research in Education, 211, 3, 252–266. | DOI 10.1080/09500790802485252

Marton, F.; Wen, Q.; Wong, K. C. (2005). Read a hundred times and the meaning will appear… Changes in Chinese university students' views of the temporal structure of learning. Higher Education, 49, 291–318. | DOI 10.1007/s10734-004-6667-z

Nunan, D. (1991). Language teaching methodology: A textbook for teacher. Upper Saddle River, NJ: Prentice Hall.

Oxford, R L. (2003). Language learning styles and strategies: Concepts and relationships. International Review of Applied Linguistics in Language Teaching, 41, 271–278. | DOI 10.1515/iral.2003.012

Paine, L. W. (1990). The teacher as a virtuoso: A Chinese model for teaching. Teachers College Record, 92, 1, 49–81.

Rao, Z. (2006). Understanding Chinese students' use of language learning strategies from cultural and educational perspectives. Journal of Multilingual and Multicultural Development, 27, 6, 491–508. | DOI 10.2167/jmmd449.1

Richards, J. C.; Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Shi, L. (2006). The successors to Confucianism or a new generation? A questionnaire study on Chinese students' culture of learning English. Language, Culture and Curriculum, 19, 1, 122–147.

Tait, C. (2011–2012). The Chinese learner in the New Zealand university environment. New Zealand Annual Review of Education, 21, 165–183.

Tang, D.; Absalom, D. (1998). Teaching across cultures: Considerations for Western EFL teachers in China. Hong Kong Journal of Applied Linguistics, 3, 2, 117–132.

Tong, S. A. (2010). Lessons learned? School leadership and curriculum reform in Hong Kong. Asia Pacific Journal of Education, 30, 2, 231–241. | DOI 10.1080/02188791003722000

Volet, S. (1999). Learning across cultures: Appropriateness of knowledge transfer. International Journal of Educational Research, 31, 625–643. | DOI 10.1016/S0883-0355(99)00028-2

Wang, X.; Chen, M. (2013). The questionnaire analysis research on the causes of college students' reticence in the English classroom. Comunicação apresentada em MDHSS 2013 – International Conference on the Modern Development of Humanities and Social Science, Hong Kong, dezembro de 2013. https://download.atlantis-press.com/article/10018.pdf.

Wong, E. (2015). Q. and A.: Michael Schuman on the return of Confucianism in China. The New York Times, 2 de abril. http://sonosphere.blogs.nytimes.com/2015/04/02/q-and-a-michael-schuman-on-the-returnof-confucionism-in-china-the-new-york-times.html.

Yu, T. (2008). The revival of Confucianism in Chinese schools: A historical-political review. Asia Pacific Journal of Education, 28, 2, 113–129. | DOI 10.1080/02188790802036653

Zhu, C.; Gao, Y. (2013). Communication with Chinese international students: Understanding Chinese international students' learning difficulties and communication barriers. Comunicação apresentada na British Educational Research Association Annual Conference, University of Manchester, Reino Unido, setembro de 2012. https://www.leeds.ac.uk/educol/documents/215282.pdf.

Metrics