Walking the Garden Path Toward Academic Language: Perspectives from International Students in Chinese Higher Education

Abstract

With the increasing number of international students pursuing academic degrees at Chinese universities, it is essential to understand their experiences with academic Chinese language. Employing two focus group interviews with a total of eight students, this study was conducted at a university in Southwest China. The study found that the Chinese language preparatory programs aiming to prepare students for the Chinese language proficiency test (Hanyu Shuiping Kaoshi, HSK) build a foundation for the continuous learning and use of academic Chinese language and equip students with necessary interpersonal communication skills to support their academic study. However, the language preparatory program mainly taught students language for social purposes, which was one of the key factors contributing to their significant linguistic challenges when they start academic studies. Despite all the efforts and strategies employed by students, some prominent gaps still existed between the students’ current academic language proficiency and the desired proficiency in an academic context. Therefore, both the university and the instructors had to take measures to accommodate international students’ linguistic challenges, particularly around assessment. Although encountering substantial linguistic difficulties when transitioning into academic study, students reported that their proficiency of academic language gradually developed through their experiences at the university. A Chinese for academic purposes approach with a focus on students’ needs in the academic context is desired. Implications for the re-orientation of the focus and content of the Chinese language preparatory program and the language assessment with a practical focus on academic Chinese language were discussed.