Characteristics Analysis And Coping Strategies Of Middle-aged And Elderly Chinese Learners In Mauritius

In recent years,the upsurge of Chinese language learning has swept the world,and more and more foreigners have joined the queue to learn Chinese.This includes not only a large group of students at school,but also many middle-aged and elderly learners.The learning characteristics,strategies and corresponding teaching coping strategies of the two types of Chinese learners should be different.As far as the literature and research are concerned,there are few related studies involving middle-aged and elderly Chinese learners.The proportion of middle-aged and elderly Chinese learners in the China Cultural Center of Mauritius outnumber that of younger age groups.Therefore,this thesis focuses on the middle-aged and elderly people studying at the China culture of Mauritius as the research topic.Analyzed their performance in the actual classroom based on their subjective and objective learning characteristics.Found the characteristics and pronunciation,characters and grammatical problems in their Chinese learning,and thought,explored and summarized them,Finally,the corresponding suggestions were put forward.his thesis includes the following parts:The first chapter of this thesis mainly explains the reasons for choosing this particularly topic,the current research status and the research methods,Defined the concept of “middle-aged and elderly learners” and collected relevant theoretical research statements.The second chapter mainly analyzes the learning characteristics of middle-aged and elderly learners.First,it summarizes the Chinese teaching environment of China Cultural Center in Mauritius and the general characteristics of middle-aged and elderly learners’ age,personality,mother tongue background and linguistic ability.Then from the subjective learning characteristics of learning motivation,requirements,attitudes,and learning styles are explored.Finally,from the performance of middle-aged and elderly learners in actual classrooms,thespecific characteristics presented are analyzed and summarized.The third chapter further analyzes and exposes the performance of middle-aged and elderly Chinese learners in the China Cultural Center of Mauritius.We conclude that they have encountered difficulties learning phonetic,Chinese characters and grammar aspects.Due to the influence of age,middle-aged and elderly learners have obvious disadvantages in pronunciation learning and their stubborn errors are difficult to correct;Middle-aged and elderly learners of different levels are more difficult to recognize and read Chinese characters,which is easy to cause confusion.In the writing of Chinese characters,the problems of stroke structure and stroke order of students in the elementary stage are serious,and the increase and decrease of strokes are mainly in the middle and advanced stages;Grammatically,improper use of quantifiers and misordering of adverbials are extremely common inherent errors of middle-aged and elderly students.Under the influence of physiological factors,it is difficult to combine grammatical structures with sentences.Afterwards,analyzed and found out the causes of these problems,more of which are affected by the subjective factors of middle-aged and elderly learners.The fourth chapter is a brief analysis of the characteristics of Chinese learning among these particular age groups and provides suggestions and strategies on the teaching methods,contents,textbooks,and teachers focusing mainly on the characteristics and the problems raised in previous chapter.