Fostering effective CFL education through autonomous learning: learners' perspectives
The study presents an examination of autonomous learning in the context of Chinese as a Foreign Language (CFL) in Hong Kong. This chapter posits that the introduction of innovation in CFL pedagogy development must be supported first by an understanding of learners’ autonomous learning ability. As CFL pedagogy has long been dominated by teacher-centered and textbook-driven approaches, there has been a lack of attention to learners’ perspectives. The chapter takes both an epistemological and practical enquiry into CFL learners’ perceptions, individual goals and self-directed methods in their study. To understand CFL learners’ autonomous learning, the study adopted an interview narrative research method, supplemented with documents review of their learning materials and course work. The chapter begins with a brief review of autonomous learning research and introduces its current development in CFL teaching and learning. From the analysis of interview data, five particular areas of interest were identified: learners’ perceptions of the Chinese language, the Chinese culture of learning, Chinese teachers, learning materials and a community of learning. The chapter ends with practical suggestions to help teachers and learners foster a learning-centered culture and effective CFL education through autonomous learning.
Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language
Wang, D. (2016). Fostering effective CFL education through autonomous learning: learners' perspectives. Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language, 61-76. http://dx.doi.org/10.1007/978-981-287-772-7_4