Understanding Chinese as a Foreign Language from the Perspective of Second Language Acquisition

Abstract

As a result of rigorous scholarship efforts over the past 50 years, a rich understanding has been gained regarding the processes associated with teaching and learning Chinese as a Foreign Language (CFL). CFL particularly benefits from research in second language acquisition (SLA). This chapter provides a critical review of major SLA theories by examining three key constructs: learner language, second language learning processes, and second language learners. Implications of SLA findings on CFL learning and teaching are discussed in terms of setting realistic expectations for CFL learners, creating an optimal learning environment for CFL learning, and tailoring teaching to individual learners. The chapter concludes by highlighting areas in need of increased attention and alternate perspectives that will contribute to our understanding of the complexities associated with CFL learning and also generate theory-guided practices for CFL teaching and learning.