Understanding Chinese Students' Use of Language Learning Strategies from Cultural and Educational Perspectives

By Zhenhui Rao. 2006

123 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/2d43f25216320290cb45e605323c3aa78a804eed

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Zhengdong Gan
2. Shui‐fong Lam

In Language and Linguistics

1. Zhengdong Gan
2. Shui‐fong Lam
3. E. Galaczi

In Literature and Literary Theory

1. Zhengdong Gan
2. Shui‐fong Lam
3. E. Galaczi

Citations in the corpus

• Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale (2018, unknown): “The exclusive control by the teacher in a positive atmosphere points to a unique feature of Chinese culture, namely a “high acceptance of power and authority” (Rao, 2006, p. 494).”
• ‘Asian learners’ re-examined: an empirical study of language learning attitudes, strategies and motivation among mainland Chinese and Hong Kong students (2009, background): “Another observation the present author has made about the previous empirical studies on Asian learners is that most of these studies on Asian learners (e.g. Horwitz 1999; Littlewood 2001; Rao 2006; Shi 2006) mainly employed quantitative methods.”
• The Chinese classroom paradox: A cross-cultural comparison of teacher controlling behaviors. (2012, background): “Chinese teachers have been described as controlling (Cheung & Lau, 1985; Ginsberg, 1992; Rao, 2006; Tobin, Wu, & Davidson, 1989); therefore, from the perspective of SDT, it would follow that their students should not have positive learning outcomes.”