Teaching Chinese as a Foreign Language in Higher Education in China and South Africa: Lecturers' views

Yuhua Wang, Eleanor Lemmer


As demand for knowledge of the Chinese language has increased, so too have the teaching and learning of Chinese worldwide. This article presents the findings arising from a questionnaire administered to lecturers teaching Chinese as Foreign Language (CFL) in universities in both China and South Africa. CFL programmes offered by universities in China are a popular choice among foreign students who wish to learn Chinese. In addition, the increase in CFL programmes offered by universities in South Africa reflects a growing interest in the Chinese language among South African nationals. The purpose of the questionnaire was to find the differences and similarities between teaching CFL in China and in South Africa, as seen from the lecturers’ perspective. It details the research method that was followed and it presents its main findings in tables. The findings consist of a biographical profile, institutional factors, aspects concerning students, teaching methods, and curriculums. The possible reasons for differences and similarities between the two countries are explained. 


Chinese as foreign language, China, South Africa, higher education, survey, language pedagogy

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DOI: https://doi.org/10.5785/31-2-608


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ISSN 2224-0012 (online); ISSN 0259-2312 (print)

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