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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 53:3 (2018) ► pp.257–294

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A qualitative inquiry of video learning by Chinese L2 learners

Learning internalization, understanding social realities, and reflecting on challenges

 | University of Minnesota
 | University of Rochester
Published online: 26 April 2019
DOI logo with link
https://doi.org/10.1075/csl.18004.hua
Abstract
Previous research in Chinese L2 learning has shown that video learning is an effective way to engage students, especially for learning social realities such as cultural values (e.g., dating practices). Chinese L2 learners commonly have experience with learning social realities from videos, including textbook videos, television dramas, music clips and talk shows Using the lens of internalization, this qualitative study provides a detailed interpretation of what video offered its Chinese L2 participants and what challenges the participants experienced learning about social realities. This article discusses three focused cases with 12 interviews, 30 observations, 3 clip-elicitation conversations, and documents (including memos and field notes). Use of a three-phase Constant Comparative Method (CCM) revealed that the learning processes of Chinese L2 learners displayed similarities and differences. Participants had distinctive trajectories in their learning of social realities. Implications for Chinese L2 research and education are discussed.
摘要
中文外语学习者多用视频进行中文学习。利用社会文化理论中的“内在化 (Internalization)”，本文的研究数据包括了对十九位大学中文学习者四十四次采访。其中，针对三个个案，分析的数据包括十二次采访、三十次观察、三次观看视频对话，也包括相关材料分析和采访观察笔记 (field notes) 和研究反思 (memos)。在视频学习中文中，学生有认知中国社会现实的习得和挑战。因其社会文化背景不同，华裔和非华裔视频学习经历迥异。视频学习有不可忽视的研究和教学价值。
Article outline
  • 1.Introduction
  • 2.Theoretical framework
  • 3.Literature review
  • 4.Methods
    • 4.1Research context
    • 4.2Sampling strategies
    • 4.3Participants
      • Annie
      • Cat
      • Amanda
    • 4.4Data collection methods
      • Interviews
      • Participatory observation
      • Clip-elicitation conversation
      • Documents
    • 4.5Constant comparative method in data analysis
      • Initial coding
      • Focused coding
      • Axial coding
      • Memo writing
  • 5.Findings
    • 5.1Benefits
    • 5.2Challenges
  • 6.Discussion
    • 6.1Benefits
    • 6.2Challenges
  • 7.Implications
    • 7.1Theoretical implications
    • 7.2Pedagogical implications
  • Notes
  • References
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