Third/Additional Language Learning Strategies in a Globalised World: Learning the Chinese Language in Ireland
by Qinyuan Li, PhD
My doctoral research explores how multilingual learners in Ireland approach the challenge of learning Chinese as a third or additional language (L3/AL). In today’s globalised society, multilingualism is both increasingly common and highly valued. Yet, most language learning research focuses on bilingual or monolingual settings, and far less is known about how learners with diverse linguistic backgrounds acquire a typologically distant language like Chinese.
Through a mixed-method study combining in-depth interviews and a national survey, I investigated the specific language learning strategies (LLS) used by learners with English and Irish backgrounds. My research reveals that these learners draw on strategies developed through previous language experiences, transferring skills across languages—but also face unique challenges when adapting to the complexities of Chinese. Notably, immersion experiences were found to promote intuitive, automatic learning, but could also heighten emotional pressures such as anxiety.
Key findings show that motivation and affective strategies are especially important for success in this context, and that individual backgrounds—such as age, gender, and prior language proficiency—shape learners’ strategic approaches. The research advocates for more learner-centred and emotionally supportive language teaching, especially for those tackling languages outside the Indo-European family.
My work contributes to both theory and practice, offering new insights into language learning in multilingual environments and supporting the development of more effective, inclusive pedagogies for Chinese and other additional languages. The study highlights the vital role of tailored strategy support in empowering learners and promoting linguistic diversity in Irish education and beyond.
全球化背景下的第三或多语言学习策略：在爱尔兰学习中文
李沁园 博士
我的博士研究聚焦于爱尔兰多语学习者如何学习中文这一第三或多语言（L3/AL）。在当今全球化社会中，多语能力日益普及且备受重视。然而，大多数语言学习研究主要关注于双语或单语环境，对于拥有多元语言背景的学习者如何习得与其母语类型差异较大的语言（如中文），却知之甚少。
通过结合深度访谈与全国性问卷调查的混合研究方法，我考察了拥有英语和爱尔兰语背景的学习者在学习中文时所采用的具体语言学习策略（LLS）。研究发现，这些学习者会迁移和运用他们在先前语言学习中形成的策略，但在适应中文复杂性的过程中也会面临独特挑战。值得注意的是，沉浸式学习体验能够促进更为直觉和自动化的学习，但同时也可能加剧诸如焦虑等情绪压力。
研究结果表明，动机和情感策略在这一语境下尤为重要，个体背景（如年龄、性别及先前语言能力）会影响学习者的策略选择。本研究倡导以学习者为中心、注重情感支持的教学方法，尤其是针对那些学习非印欧语系语言的学生。
我的研究不仅丰富了相关理论，也为实际教学提供了新视角，为多语环境下的语言学习和教学策略发展提供了借鉴，特别是在中文等“额外语言”教学中，强调了为学习者提供个性化策略支持和促进语言多样性的重要性。
我的博士研究聚焦于爱尔兰多语学习者如何学习中文这一第三或多语言（L3/AL）。在当今全球化社会中，多语能力日益普及且备受重视。然而，大多数语言学习研究主要关注于双语或单语环境，对于拥有多元语言背景的学习者如何习得与其母语类型差异较大的语言（如中文），却知之甚少。
通过结合深度访谈与全国性问卷调查的混合研究方法，我考察了拥有英语和爱尔兰语背景的学习者在学习中文时所采用的具体语言学习策略（LLS）。研究发现，这些学习者会迁移和运用他们在先前语言学习中形成的策略，但在适应中文复杂性的过程中也会面临独特挑战。值得注意的是，沉浸式学习体验能够促进更为直觉和自动化的学习，但同时也可能加剧诸如焦虑等情绪压力。
研究结果表明，动机和情感策略在这一语境下尤为重要，个体背景（如年龄、性别及先前语言能力）会影响学习者的策略选择。本研究倡导以学习者为中心、注重情感支持的教学方法，尤其是针对那些学习非印欧语系语言的学生。
我的研究不仅丰富了相关理论，也为实际教学提供了新视角，为多语环境下的语言学习和教学策略发展提供了借鉴，特别是在中文等“额外语言”教学中，强调了为学习者提供个性化策略支持和促进语言多样性的重要性。