What We Can Learn from Learning Labs: Developing Metacognitive Strategies and Strengthening Self-awareness in Korean Learners of Standard Chinese

Abstract

The importance of Chinese language teaching is increasing in Korea, where 90% of universities now offer Chinese language classes as part of their regular curricula. In Seoul, more than half of the high schools offer Chinese language classes. However, while the demand for Chinese language learning has increased dramatically in the last 20 years, the quality of instruction has not kept pace, with many universities struggling to address the rapid changes in learners needs. This study focuses on Korean learners cognitive learning in Chinese listening and speaking courses known as lab classes, which make use of classroom computers and recording equipment. In particular, the paper presents a case study executed in the authors classroom. It outlines the development of a series of activities designed to support students metacognitive strategies as well as their phonemic perception. It then examines the results according to two multiple forced choice tests, which examined the relationships between learners self-awareness and their perceptual abilities.