Exploring the Challenges and Problems of Learning and Teaching Chinese/Mandarin language to Undergraduate Students: Voices from Non-Chinese Speaker Teachers and Learners

Abstract

Abstract Chinese/Mandarin language teaching to undergraduate students from non-Chinese speaking countries has garnered significant attention due to China's prominent role in global political and economic dynamics. Mandarin, spoken by approximately 70% of Chinese speakers, is taught not only in China but also in other nations. Similar to teaching any second or foreign language, instructing Mandarin comes with its set of challenges, which, to the best of the researchers' knowledge, have not been thoroughly investigated. To delve into these challenges, we utilized a qualitative (phenomenological) research approach. Data were gathered through semi-structured interviews involving 15 teachers and 20 learners of Mandarin language, who were selected through theoretical sampling. The interviews were transcribed into text files and subjected to qualitative data analysis using MAQDA software. The identified challenges and problems were categorized into four primary themes: linguistic, educational, psychological, and social/political. The implications of these findings could be valuable for Chinese/Mandarin language policymakers, educators, curriculum designers, and learners.