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All Journal Journal of Chinese Language and Culture Studies
Mok Soon Sim
Akademi Pengajian Bahasa, Universiti Teknologi MARA
Arts Languange, Linguistic, Communication & Media Other

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Learning Mandarin Endocentric Phrases: A Case Study of Malaysian University Students Mok Soon Sim
Journal of Chinese Language and Culture Studies Vol. 3 No. 2 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um073v3i22024p109-114

Abstract

The Mandarin language is becoming increasingly popular in the education sector in Malaysia. Universiti Teknologi MARA (UiTM) has the largest number of Malay students studying Mandarin in the country. Almost all Malay students studying Mandarin at the university do not have a background in Mandarin. They are inevitably influenced by their mother tongue, Malay. The purpose of this study is to analyze the common Mandarin biased phrasal errors made by Malay students learning Mandarin at UiTM. In addition, some teaching methods are recommended to guide the Mandarin teaching staff. This study was conducted using mixed methods. Two research instruments were used in this study, i.e., questionnaires and interviews. Forty Malay students who were enrolled in the Introductory Mandarin Level 2 course at UiTM Shah Alam Campus were selected as survey respondents. The results of the study indicated that respondents made four common errors in learning Mandarin biased phrases, namely: (i) omission of quantifiers, (ii) reversal of the order of biased phrase strings, (iii) incorrect use of demonstrative pronouns, and (iv) excessive use of the particle “de”. The Mandarin teachers can use a variety of methods to teach Mandarin biased phrases, including comparisons with English, and implementing interactive, collaborative and innovative learning in the classroom. In the future, researchers can further study the grammatical errors made by Malay students with different educational backgrounds or language levels in learning Mandarin in order to develop more targeted teaching strategies for students with different levels of proficiency.
Enhancing Mandarin Learning Through Task-Based Activities: A Situated Learning Approach in Real-World Contexts Mok Soon Sim
Journal of Chinese Language and Culture Studies Vol. 4 No. 1 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um073v4i12025p1-10

Abstract

This study explores how non-native Mandarin learners apply situated learning theory in authentic contexts through interactions with native speakers in the Malaysian Chinese community. Adopting a qualitative case study approach, 30 students from a beginner-level Chinese class at a public university were selected, and their recorded conversations and transcribed texts were analyzed. The research is framed within Lave & Wenger's (1991) situated learning theory and Ellis's (2009) task-based teaching framework. Key findings include: (1) Task-based learning enhances linguistic authenticity; (2) Communicative tasks facilitate social interaction; (3) The constructivist approach reduces reliance on traditional instruction. These findings provide valuable pedagogical insights for Mandarin instructors, contributing to improvements in teaching methodologies, task design, and curriculum development, ultimately increasing overall teaching effectiveness.
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