Date of Award

5-1-2022

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Education Theory and Practice

Content Description

1 online resource (vii, 143 pages) : illustrations (some color)

Dissertation/Thesis Chair

James M Hargett

Committee Members

Carla Meskill, Jianwei Zhang

Keywords

Chinese as a foreign language, self-regulation, SLA, tone pedagogy, Second language acquisition, Chinese language, Mandarin dialects

Subject Categories

Bilingual, Multilingual, and Multicultural Education | Language and Literacy Education | Reading and Language

Abstract

This dissertation examines the experience of college-level American native English- speaking students who are learning elementary Mandarin Chinese as a foreign language acquire tone. Oxford (2011)’s Strategic Self-Regulation (S2R) Model is used to analyze the findings in a cross-case analysis. The findings showed that students in this study employed a variety of language learning strategies across all dimensions (cognitive, affective, and sociocultural-interactive), with the highest number of tactics being categorized as metacognitive and affective strategies. The results indicated that fostering a positive classroom environment can contribute to reduced learner anxiety and overall increased positive emotions related to tone acquisition. This contributes to learner motivation and positive beliefs about oneself as a learner.

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