title info ref
The Impact of Social Developing Communicative Competence: Wang, Wang, Y. T., Ahmad,
Media the Ahmad, and Liu (2024) highlight that developing M. K. B., & Liu, T.
Dissemination and communicative competence is the aspiration of (2024). The Impact
Teaching of Mandarin language learner by emphasizing how learners use of Social Media the
Language: A social media to practice speaking and listening, engage Dissemination and
Systematic Review with native speakers, and participate in real-life Teaching of
language use situations. Mandarin Language:
A Systematic
Review. Studies in
Media and
Communication,
12(3), 9-24.
https://doi.org/10.1
1114/smc.v12i3.686
8
Perceived Difficulties Learning Mandarin as a foreign language presents Chua, N. A.,
in Learning of several challenges, as outlined by Chua et al. (2020). Tajuddin, A. J. A.,
Mandarin Among Pronunciation, particularly mastering tones, poses a Goh, Y. S., & Zaid, C.
Foreign-Language significant obstacle due to the drastic impact of M. (2020). Perceived
Learners and intonations on word meaning. Learning Chinese Difficulties in
Strategies to Mitigate characters is another major hurdle, as the sheer Learning of
Them number and complexity of characters make Mandarin Among
memorization demanding. Grammar also presents a Foreign-Language
challenge, emphasizing the need for learners to grasp Learners and
grammatical structures to use the language accurately. Strategies to
Expanding vocabulary is essential for fluency and Mitigate Them.
comprehension, presenting a considerable challenge Journal of Business
for learners. Finally, oral communication, which and Social
involves accurate pronunciation, intonation, and Development, 8(2),
navigating conversational situations, is a significant 43-52.
barrier to Mandarin fluency. https://doi.org/10.4
6754/jbsd.2020.09.0
05
Learners employ various strategies to cope with the
challenges of learning Mandarin, as observed by Chua
et al. (2020). Pronunciation practice is a primary
strategy, encompassing the practice of individual
sounds, intonation, and speaking in diverse contexts.
Technology-aided learning is also widely used,
leveraging online resources such as YouTube videos,
language learning apps, and digital dictionaries. While
less frequent, interaction with native speakers, through
language exchange programs, online conversations, or
in-person encounters, provides valuable benefits for
Mandarin learners.
Chua et al. (2020) emphasize the desire of learners to
communicate effectively in Mandarin, highlighted by
their use of technology, practice, and efforts to interact
with native speakers.
Factors Influencing the Learning Mandarin presents several challenges, as Nel, N. M., & Krog,
Acquisition of highlighted by Nel and Krog (2021). The tonal system, S. (2021). Factors
Mandarin Chinese as a with its four tones and impact on word meaning, poses Influencing the
Second Additional a significant obstacle for learners accustomed to Acquisition of
Language Focusing on alphabetic languages. The complexity of Chinese Mandarin Chinese as
Phonetics characters, both in terms of their number and a Second Additional
structure, is another major hurdle. Grammar, Language Focusing
particularly its flexible and complex structures, adds to on Phonetics.
the difficulty, especially for learners with a more rigid Participatory
word order in their native language. The vast Educational
vocabulary and unique word identification processes in Research (PER), 8(1),
Mandarin also present a significant challenge. 1-27.
https://doi.org/10.1
Learners rely on various strategies to address these 7275/per.21.1.8.1
challenges, as stated by Nel and Krog (2021). This
includes consistent pronunciation practice, technology-
aided learning, and, when possible, interaction with
native speakers. This includes practicing individual
sounds, intonation, and speaking in diverse contexts,
utilizing language learning apps, digital dictionaries, and
online videos, and engaging with native speakers
through language exchange programs or other
opportunities.
The Foreign Language Liu, Jiang, and Ye (2023) found that learners often Liu, J. H., Jiang, M.,
Anxiety and Self experience anxiety due to their own perceived lack of & Ye, J.-H. (2023).
Coping Strategies of progress and concerns about their ability to understand The Foreign
Chinese Language and use the language. Learners may feel a sense of Language Anxiety
Learners in Vietnam inadequacy, leading to anxiety about their language and Self Coping
proficiency. They also identify teaching practices as a Strategies of
source of anxiety for learners. The difficulty level of Chinese Language
teaching materials, teaching methods, and perceived Learners in Vietnam.
pressure from the teacher's expectations can all In M. Koc, O. T.
contribute to anxiety in the classroom. Ozturk & M. L. Ciddi
(Eds.), Proceedings
In addition, the unique aspects of the Chinese of ICRES 2023--
language, including the tonal system, complex International
characters, and grammatical structures, pose Conference on
challenges for learners. These elements can make it Research in
difficult for students to master pronunciation, reading, Education and
writing, and comprehension, contributing to anxiety. Science (pp. 1386-
1408), Cappadocia,
Liu, Jiang, and Ye (2023) found that social dynamics in Turkiye. ISTES
the classroom, such as peer pressure and fear of Organization.
negative judgment, can exacerbate anxiety for learners
which can hinder learners from participating in class
activities and using the language confidently. The desire
to keep up with peers and avoid making mistakes in
front of others can be a source of stress.
Learners employ various strategies to cope up with
these challenges. As stated by Liu, Jiang, and Ye (2023)
Learners often rely on independent learning strategies
to address anxiety. They may utilize online dictionaries,
seek information online, or engage in self-study to
clarify their understanding and build confidence. Also
there are time that learners actively seek help from
teachers and peers to address their difficulties. They
asks for clarification, seek feedback, or work
collaboratively to improve their comprehension and
language skills.
…….
Liu, Jiang, and Ye (2023) emphasize the importance of a
positive and supportive learning environment that
minimizes anxiety. This includes fostering a good
relationship between teachers and learners, reducing
peer pressure, and providing encouragement and
feedback.
Challenges of learning As stated by Kannan (2009) cited by Mohammed 2018 , Mohammed, H.M
English as a foreign states that, the learner's attitude has a great effect on (2018). Challenges
language (EFL) by non- learning language because learners’ positive attitude of learning English
native learners directly changes learning languages. Moreover, anxiety as a foreign
is another factor that challenge language learners, language (EFL) by
decreasing the power of the learner and causing loss of non-native learners.
self-confidence. International Journal
of Social Science and
The role of culture in learning a new language cannot Economic Research,
be ignored, because sometimes learners know 3(4), 1381-1390,
everything about the vocabulary and other aspects of https://www.ijsser.o
the second language; however, they cannot properly rg/2018files/ijsser_0
understand what the sentences or expressions mean. 3__97.pdf
Therefore, background information about the culture
and community is highly important, Mohammed
(2018).
Mohammed (2018) also stated another challenge that
learners may face is correct word pronunciations of
target language. While it is difficult for second or
foreign language learners to pronounce the sound like
native speakers, it is still required from them to
pronounce them correctly. Furthermore, pronunciation
is strongly related to the first language because maybe
some sounds or phonetics does not exist in the first
languages, making difficulty for the learners.
