While Interlanguage Pragmatic Learning Strategies (IPLS) have been studied in English language learning (e.g., Tajeddin & Malmir, 2015; Derakhshan et al., 2021), their application in Chinese learning remains underexplored. This research investigates common IPLS adopted by adult CSL/CFL learners and examines the relationship between IPLS use, proficiency levels, and learning contexts (immersive vs. non-immersive). The study recruited 61 intermediate and advanced adult learners of Chinese from universities in Mainland China and South Korea. An online questionnaire survey consisting of 30 items was conducted twice over five months to assess six major IPLS categories including memory, cognitive, metacognitive, compensatory, social, and affective strategies (Tajeddin & Malmir, 2015) using a 0-5 Likert scale. Key findings: (1) The five-month learning period did not substantially change the overall IPLS application; (2) Proficiency level was a crucial predictor of IPLS application, with advanced learners reporting higher scores than intermediate learners for IPLS use; (3) Learning context significantly impacted IPLS application, with CSL learners scoring significantly higher in IPLS than CFL learners. This study underscores the importance of IPLS in Chinese pragmatics learning and offers new insights for pragmatics teaching.

Authors:
Jing Jin, The Education University of Hong Kong, Hong Kong
Yang Yang, The Education University of Hong Kong, Hong Kong
Ji-eun Lee, Ewha Womans University, South Korea

About the Presenter(s)
Dr. Jing JIN is an associate professor at the Department of Chinese Language Studies, The Education University of Hong Kong. Her research interests primarily lie in Chinese linguistics and linguistic approaches to bilingualism.

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