This document summarizes the evaluation process for testing and refining materials developed in earlier work packages. It outlines that each partner will conduct two tests (Test 1 and Test 2) with their target groups to evaluate the outputs. Test 1 will be conducted in January-February 2012 and Test 2 in July-August 2012 after incorporating feedback. The tests will evaluate materials from work packages on linguistic analysis, pedagogy, and mother tongue influence. Results will be reported to refine the materials and tests. The timing and objectives of the evaluation process and tests are defined to occur over 11 months from November 2011 through October 2012.

1. VALIDATION
Work package 7
Evaluation
1

2. 2

3. EVALUATION
CONTENTS
2

4. EVALUATION
CONTENTS
• Evaluating the outputs of the development work packages.
2

5. EVALUATION
CONTENTS
• Evaluating the outputs of the development work packages.
• Each partner will conduct tests withs its respective transversal
target group.
2

6. EVALUATION
CONTENTS
• Evaluating the outputs of the development work packages.
• Each partner will conduct tests withs its respective transversal
target group.
• Advice will also be sought from regulatory and examination
bodies such as Hanban and HSK.
2

7. EVALUATION
CONTENTS
• Evaluating the outputs of the development work packages.
• Each partner will conduct tests withs its respective transversal
target group.
• Advice will also be sought from regulatory and examination
bodies such as Hanban and HSK.
• CI-SP will coordinate this work package
2

8. 3

9. EVALUATION
CONTENTS
3

10. EVALUATION
CONTENTS
• There will be 2 Deliverables:
3

11. EVALUATION
CONTENTS
• There will be 2 Deliverables:
• D7.1 Internal Evaluation Report 1, will deal with the
preparation and results of Test 1, carried out by all partners in
January to February, 2012. This report D7.1 should be ready by
March, 2012
3

12. EVALUATION
CONTENTS
• There will be 2 Deliverables:
• D7.1 Internal Evaluation Report 1, will deal with the
preparation and results of Test 1, carried out by all partners in
January to February, 2012. This report D7.1 should be ready by
March, 2012
• D7.2. Internal Evaluation Report 2, will deal with the
preparation and results of Test 2, which will be carried out by
all partners in July-August, 2012.
3

13. 4

14. EVALUATION
TESTS
4

15. EVALUATION
TESTS
• TEST 1 and TEST 2
4

16. EVALUATION
TESTS
• TEST 1 and TEST 2
• There will be a period of 4 months between Test 1 and Test 2 to
adjust the Test 2 and include any change or recommendation.
4

17. EVALUATION
TESTS
• TEST 1 and TEST 2
• There will be a period of 4 months between Test 1 and Test 2 to
adjust the Test 2 and include any change or recommendation.
• Objectives: Test
1 has to evaluate the relevant Work packages,
specially WP3 (Linguistic Analysis and Pedagogy), WP4
(Materials Development) and WP6 (Mother Tongue Influence).
4

18. EVALUATION
TESTS
• TEST 1 and TEST 2
• There will be a period of 4 months between Test 1 and Test 2 to
adjust the Test 2 and include any change or recommendation.
• Objectives: Test
1 has to evaluate the relevant Work packages,
specially WP3 (Linguistic Analysis and Pedagogy), WP4
(Materials Development) and WP6 (Mother Tongue Influence).
• Objectives: Test2. After evaluating all the results coming from
Test 1, introduce any necessary change in the materials and test
again.
4

20. EVALUATION
TESTS

21. EVALUATION
TESTS
• Evaluation
process will take about 11 months, starting on
November, 2011. This will be the timing:

22. EVALUATION
TESTS
• Evaluation
process will take about 11 months, starting on
November, 2011. This will be the timing:
• November-December, 2011: Preparation and finishing of TEST 1.

23. EVALUATION
TESTS
• Evaluation
process will take about 11 months, starting on
November, 2011. This will be the timing:
• November-December, 2011: Preparation and finishing of TEST 1.
• January-February, 2012: Test 1

24. EVALUATION
TESTS
• Evaluation
process will take about 11 months, starting on
November, 2011. This will be the timing:
• November-December, 2011: Preparation and finishing of TEST 1.
• January-February, 2012: Test 1
• March to June, 2012: Report on outcomes of Test 1

25. EVALUATION
TESTS
• Evaluation
process will take about 11 months, starting on
November, 2011. This will be the timing:
• November-December, 2011: Preparation and finishing of TEST 1.
• January-February, 2012: Test 1
• March to June, 2012: Report on outcomes of Test 1
• July-August, 2012: Test 2

26. EVALUATION
TESTS
• Evaluation
process will take about 11 months, starting on
November, 2011. This will be the timing:
• November-December, 2011: Preparation and finishing of TEST 1.
• January-February, 2012: Test 1
• March to June, 2012: Report on outcomes of Test 1
• July-August, 2012: Test 2
• September-October, 2012: Report on outcomes of Test 2

28. TESTS

29. TESTS
• We have to discuss and agree on:

30. TESTS
• We have to discuss and agree on:
• What kind of test

31. TESTS
• We have to discuss and agree on:
• What kind of test
• What kind of structure will have

32. TESTS
• We have to discuss and agree on:
• What kind of test
• What kind of structure will have
• Which students groups we will check

33. TESTS
• We have to discuss and agree on:
• What kind of test
• What kind of structure will have
• Which students groups we will check
• How to process the results

34. WHAT KIND OF TEST
• Individual or Collective
• Written or Oral

35. F TE ST
N D O
AT KI
W H
• Individual or Collective
• Written or Oral

37. WHAT KIND OF STRUCTURE

38. WHAT KIND OF STRUCTURE
• Control Group and Test Group

39. WHAT KIND OF STRUCTURE
• Control Group and Test Group
• How to define the Control Group and the Test Group

40. WHAT KIND OF STRUCTURE
• Control Group and Test Group
• How to define the Control Group and the Test Group
• How to select the participants

41. WHAT KIND OF STRUCTURE
• Control Group and Test Group
• How to define the Control Group and the Test Group
• How to select the participants
• Learning materials for the Control Group

42. WHICH STUDENTS GROUPS

43. WHICH STUDENTS GROUPS
• Transversal
groups (different age, cultural background,
learning Chinese experience, etc.)

44. WHICH STUDENTS GROUPS
• Transversal
groups (different age, cultural background,
learning Chinese experience, etc.)
• Mothertongue influence: German, English, French
and Spanish. (The tests will be in native languages
also).

46. HOW TO PROCESS THE
RESULTS

47. HOW TO PROCESS THE
RESULTS
• Written tests: for students and teachers

48. HOW TO PROCESS THE
RESULTS
• Written tests: for students and teachers
• Personal Interviews

49. HOW TO PROCESS THE
RESULTS
• Written tests: for students and teachers
• Personal Interviews
• Everypartner process the results, get some data and
conclusions, send them to the leading IC.

50. HOW TO PROCESS THE
RESULTS
• Written tests: for students and teachers
• Personal Interviews
• Everypartner process the results, get some data and
conclusions, send them to the leading IC.
• Leading IC put all together, get some general
conclusions and back to the group of partners.

51. HOW TO PROCESS THE
RESULTS
• Written tests: for students and teachers
• Personal Interviews
• Everypartner process the results, get some data and
conclusions, send them to the leading IC.
• Leading IC put all together, get some general
conclusions and back to the group of partners.
• Proposalof changes and/or recommendations, both in
contents and technology.

53. QUESTIONNAIRE

54. QUESTIONNAIRE
Preliminary Information and Conclusions

55. QUESTIONNAIRE

56. QUESTIONNAIRE
General Data

57. QUESTIONNAIRE
General Data
• 26 respondents. Basicly 2 groups: Group 1-University
Students; Group 2 (Confucius Institute Students)-General
students.

58. QUESTIONNAIRE
General Data
• 26 respondents. Basicly 2 groups: Group 1-University
Students; Group 2 (Confucius Institute Students)-General
students.
• Age: between 18-40 years old. Group 1: University Students,
more compact age: around 20 years old.

59. QUESTIONNAIRE
General Data
• 26 respondents. Basicly 2 groups: Group 1-University
Students; Group 2 (Confucius Institute Students)-General
students.
• Age: between 18-40 years old. Group 1: University Students,
more compact age: around 20 years old.
• Questionnaire time: June-July 2011, Granada, Spain.

60. QUESTIONNAIRE

61. QUESTIONNAIRE
General Data

62. QUESTIONNAIRE
General Data
• Most of the students 23/26 don´t have Chinese as first foreing language, which means
that the study or have studied other foreign languages.

63. QUESTIONNAIRE
General Data
• Most of the students 23/26 don´t have Chinese as first foreing language, which means
that the study or have studied other foreign languages.
• Most of them (19/26) study full time Chinese Language

64. QUESTIONNAIRE
General Data
• Most of the students 23/26 don´t have Chinese as first foreing language, which means
that the study or have studied other foreign languages.
• Most of them (19/26) study full time Chinese Language
• Average period studying Chinese language is about 24,5 months. Some of them, only 8
months (University students), some of them 48 months (CI students)

65. QUESTIONNAIRE
General Data
• Most of the students 23/26 don´t have Chinese as first foreing language, which means
that the study or have studied other foreign languages.
• Most of them (19/26) study full time Chinese Language
• Average period studying Chinese language is about 24,5 months. Some of them, only 8
months (University students), some of them 48 months (CI students)
• Most of them (20/26) study 4 hours per week (formal learning) and about 3,2 hours per
week outside class. Some could have up to 10 or 15 hours per week outside class.

66. QUESTIONNAIRE
General Data
• Most of the students 23/26 don´t have Chinese as first foreing language, which means
that the study or have studied other foreign languages.
• Most of them (19/26) study full time Chinese Language
• Average period studying Chinese language is about 24,5 months. Some of them, only 8
months (University students), some of them 48 months (CI students)
• Most of them (20/26) study 4 hours per week (formal learning) and about 3,2 hours per
week outside class. Some could have up to 10 or 15 hours per week outside class.
• Vast majority (25/26) never have been or studied in China.

67. QUESTIONNAIRE
General Data
• Most of the students 23/26 don´t have Chinese as first foreing language, which means
that the study or have studied other foreign languages.
• Most of them (19/26) study full time Chinese Language
• Average period studying Chinese language is about 24,5 months. Some of them, only 8
months (University students), some of them 48 months (CI students)
• Most of them (20/26) study 4 hours per week (formal learning) and about 3,2 hours per
week outside class. Some could have up to 10 or 15 hours per week outside class.
• Vast majority (25/26) never have been or studied in China.
• Manuals: most used is CHINO DE HOY ( ), 14/26. Other manual is BOYA
HANYU ( ).

68. QUESTIONNAIRE

69. QUESTIONNAIRE
Interesting Questions

70. QUESTIONNAIRE
Interesting Questions
• Question 8: Which language skills do you pay most attention
to: listening, speaking, reading, writing?

71. QUESTIONNAIRE
Interesting Questions
• Question 8: Which language skills do you pay most attention
to: listening, speaking, reading, writing?
• WRITING (11) and READING (7) are the most
important skills.

72. QUESTIONNAIRE
Interesting Questions
• Question 8: Which language skills do you pay most attention
to: listening, speaking, reading, writing?
• WRITING (11) and READING (7) are the most
important skills.
• SPEAKING (5) and LISTENING (1) are the less
important.

73. QUESTIONNAIRE

74. QUESTIONNAIRE
Interesting Questions

75. QUESTIONNAIRE
Interesting Questions
• Question 9: In which order do you normally practise your skills language
skills: listening, speaking, reading, writing? The information starts to appear
contradictory.

76. QUESTIONNAIRE
Interesting Questions
• Question 9: In which order do you normally practise your skills language
skills: listening, speaking, reading, writing? The information starts to appear
contradictory.
• Normally start practise with WRITING (14) or READING (15).

77. QUESTIONNAIRE
Interesting Questions
• Question 9: In which order do you normally practise your skills language
skills: listening, speaking, reading, writing? The information starts to appear
contradictory.
• Normally start practise with WRITING (14) or READING (15).
• Nobody starts with SPEAKING or LISTENING.

78. QUESTIONNAIRE
Interesting Questions
• Question 9: In which order do you normally practise your skills language
skills: listening, speaking, reading, writing? The information starts to appear
contradictory.
• Normally start practise with WRITING (14) or READING (15).
• Nobody starts with SPEAKING or LISTENING.
• Are the students more focused in the non oral aspects of learning? Are they
more comfortable with “passive skills” as writing or reading?

79. QUESTIONNAIRE
Interesting Questions
• Question 9: In which order do you normally practise your skills language
skills: listening, speaking, reading, writing? The information starts to appear
contradictory.
• Normally start practise with WRITING (14) or READING (15).
• Nobody starts with SPEAKING or LISTENING.
• Are the students more focused in the non oral aspects of learning? Are they
more comfortable with “passive skills” as writing or reading?
• 0 students practise Speaking in the first place but 11/26 practise it in the last
position. Same with Listening: 2/26 in the first position, 7 in the last position.

80. QUESTIONNAIRE

81. QUESTIONNAIRE
Interesting Questions

82. QUESTIONNAIRE
Interesting Questions
• Question 12: Rank these skills in order 1-4 of difficulty (1-most difficult): listening, speaking, reading,
writing? or how do students perceive the degree of difficulty of this skills. Results a bit unexpected.

83. QUESTIONNAIRE
Interesting Questions
• Question 12: Rank these skills in order 1-4 of difficulty (1-most difficult): listening, speaking, reading,
writing? or how do students perceive the degree of difficulty of this skills. Results a bit unexpected.
• LISTENING: 10/26 consider it the most difficult skill. Only 5 consider it as the easiest
skill (less difficult).

84. QUESTIONNAIRE
Interesting Questions
• Question 12: Rank these skills in order 1-4 of difficulty (1-most difficult): listening, speaking, reading,
writing? or how do students perceive the degree of difficulty of this skills. Results a bit unexpected.
• LISTENING: 10/26 consider it the most difficult skill. Only 5 consider it as the easiest
skill (less difficult).
• SPEAKING: 7/26 the most difficult. 6/26 consider it the less difficult.

85. QUESTIONNAIRE
Interesting Questions
• Question 12: Rank these skills in order 1-4 of difficulty (1-most difficult): listening, speaking, reading,
writing? or how do students perceive the degree of difficulty of this skills. Results a bit unexpected.
• LISTENING: 10/26 consider it the most difficult skill. Only 5 consider it as the easiest
skill (less difficult).
• SPEAKING: 7/26 the most difficult. 6/26 consider it the less difficult.
• READING: 3/26 consider the most difficult; 4/26 consider it the easiest.

86. QUESTIONNAIRE
Interesting Questions
• Question 12: Rank these skills in order 1-4 of difficulty (1-most difficult): listening, speaking, reading,
writing? or how do students perceive the degree of difficulty of this skills. Results a bit unexpected.
• LISTENING: 10/26 consider it the most difficult skill. Only 5 consider it as the easiest
skill (less difficult).
• SPEAKING: 7/26 the most difficult. 6/26 consider it the less difficult.
• READING: 3/26 consider the most difficult; 4/26 consider it the easiest.
• WRITING: 4/26 consider it the most difficult; 10/26 consider it the easiest skill.

87. QUESTIONNAIRE
Interesting Questions
• Question 12: Rank these skills in order 1-4 of difficulty (1-most difficult): listening, speaking, reading,
writing? or how do students perceive the degree of difficulty of this skills. Results a bit unexpected.
• LISTENING: 10/26 consider it the most difficult skill. Only 5 consider it as the easiest
skill (less difficult).
• SPEAKING: 7/26 the most difficult. 6/26 consider it the less difficult.
• READING: 3/26 consider the most difficult; 4/26 consider it the easiest.
• WRITING: 4/26 consider it the most difficult; 10/26 consider it the easiest skill.
• Questions: Are the most difficult skills practised in the first place? Do they devote most time and effort
to the skills considered most difficult?

88. QUESTIONNAIRE
Interesting Questions
• Question 12: Rank these skills in order 1-4 of difficulty (1-most difficult): listening, speaking, reading,
writing? or how do students perceive the degree of difficulty of this skills. Results a bit unexpected.
• LISTENING: 10/26 consider it the most difficult skill. Only 5 consider it as the easiest
skill (less difficult).
• SPEAKING: 7/26 the most difficult. 6/26 consider it the less difficult.
• READING: 3/26 consider the most difficult; 4/26 consider it the easiest.
• WRITING: 4/26 consider it the most difficult; 10/26 consider it the easiest skill.
• Questions: Are the most difficult skills practised in the first place? Do they devote most time and effort
to the skills considered most difficult?
• Answer: Most of the informants put what the consider most difficult skill only in the third or fourth
place of study order. In general, ALL informants do not correspond the degree of difficulty with the
order in which they study or even the time the devote to each skill.

90. QUESTIONNAIRE

91. QUESTIONNAIRE
Interesting Point about Question 12

92. QUESTIONNAIRE
Interesting Point about Question 12
• Preliminary conclusion 1: the criteria for deciding in which
order to study these skills IS NOT difficulty of the skill, but
other.

93. QUESTIONNAIRE
Interesting Point about Question 12
• Preliminary conclusion 1: the criteria for deciding in which
order to study these skills IS NOT difficulty of the skill, but
other.
• Preliminary Hypothesis 1: students start with and devote more
time to the skills they consider more “attractive” or interesting.
For instance, WRITING is often practiced in the first place
because is more interesting or less tiring.

95. QUESTIONNAIRE

96. QUESTIONNAIRE
Interesting Points

97. QUESTIONNAIRE
Interesting Points
• Question 13: How much self- study time do you devote to pronunciation? Answers go from 0% to 70%. In
general, the average time devoted to pronunciation is about 20-30% of the self-study time. But the information is
also contradictory:

98. QUESTIONNAIRE
Interesting Points
• Question 13: How much self- study time do you devote to pronunciation? Answers go from 0% to 70%. In
general, the average time devoted to pronunciation is about 20-30% of the self-study time. But the information is
also contradictory:
• Informant 1: devote 70% of self-study time to pronuntiation, even if for he/she Speaking is the
second skill in difficulty and study it in the last place. Reading is the easiest skill and study it en
second place. Listening is the most difficult skill but study it third place.

99. QUESTIONNAIRE
Interesting Points
• Question 13: How much self- study time do you devote to pronunciation? Answers go from 0% to 70%. In
general, the average time devoted to pronunciation is about 20-30% of the self-study time. But the information is
also contradictory:
• Informant 1: devote 70% of self-study time to pronuntiation, even if for he/she Speaking is the
second skill in difficulty and study it in the last place. Reading is the easiest skill and study it en
second place. Listening is the most difficult skill but study it third place.
• Informant 4: 60% of time devoted to pronuntiation, but considers Speaking the easiest skill of
all, practice it in second place. Listening is the second skill in difficulty but study it only in the
last place.

100. QUESTIONNAIRE
Interesting Points
• Question 13: How much self- study time do you devote to pronunciation? Answers go from 0% to 70%. In
general, the average time devoted to pronunciation is about 20-30% of the self-study time. But the information is
also contradictory:
• Informant 1: devote 70% of self-study time to pronuntiation, even if for he/she Speaking is the
second skill in difficulty and study it in the last place. Reading is the easiest skill and study it en
second place. Listening is the most difficult skill but study it third place.
• Informant 4: 60% of time devoted to pronuntiation, but considers Speaking the easiest skill of
all, practice it in second place. Listening is the second skill in difficulty but study it only in the
last place.
• Informant 5: considers Speaking the most difficult skill but devotes 0% to pronunciation.

101. QUESTIONNAIRE
Interesting Points
• Question 13: How much self- study time do you devote to pronunciation? Answers go from 0% to 70%. In
general, the average time devoted to pronunciation is about 20-30% of the self-study time. But the information is
also contradictory:
• Informant 1: devote 70% of self-study time to pronuntiation, even if for he/she Speaking is the
second skill in difficulty and study it in the last place. Reading is the easiest skill and study it en
second place. Listening is the most difficult skill but study it third place.
• Informant 4: 60% of time devoted to pronuntiation, but considers Speaking the easiest skill of
all, practice it in second place. Listening is the second skill in difficulty but study it only in the
last place.
• Informant 5: considers Speaking the most difficult skill but devotes 0% to pronunciation.
• Informant 6 devotes 60% of his/her self-study time to pronunciation but considers SPEAKING
the less difficult skills, normally practices it in the second place

102. QUESTIONNAIRE
Interesting Points
• Question 13: How much self- study time do you devote to pronunciation? Answers go from 0% to 70%. In
general, the average time devoted to pronunciation is about 20-30% of the self-study time. But the information is
also contradictory:
• Informant 1: devote 70% of self-study time to pronuntiation, even if for he/she Speaking is the
second skill in difficulty and study it in the last place. Reading is the easiest skill and study it en
second place. Listening is the most difficult skill but study it third place.
• Informant 4: 60% of time devoted to pronuntiation, but considers Speaking the easiest skill of
all, practice it in second place. Listening is the second skill in difficulty but study it only in the
last place.
• Informant 5: considers Speaking the most difficult skill but devotes 0% to pronunciation.
• Informant 6 devotes 60% of his/her self-study time to pronunciation but considers SPEAKING
the less difficult skills, normally practices it in the second place
• We could think a priori that the student that considers the SPEAKING skill as the most difficult would devote more
time to practice pronunciation, but in fact is not like this: only 7 informants considered SPEAKING as the most
difficult skill, but these are not devoting more time to pronunciation.

104. QUESTIONNAIRE

105. QUESTIONNAIRE
Interesting Points

106. QUESTIONNAIRE
Interesting Points
• There are many striking cases, apparently with not a such strong logic.

107. QUESTIONNAIRE
Interesting Points
• There are many striking cases, apparently with not a such strong logic.
• Preliminary conclusion 2: there is a problem of misperception among the
students interviewed, in terms of HOW TO ORGANIZE the study time, WHAT
to study first, HOW MUCH EFFORT should be devoted to different skills, etc.

108. QUESTIONNAIRE
Interesting Points
• There are many striking cases, apparently with not a such strong logic.
• Preliminary conclusion 2: there is a problem of misperception among the
students interviewed, in terms of HOW TO ORGANIZE the study time, WHAT
to study first, HOW MUCH EFFORT should be devoted to different skills, etc.
• Preliminary hypothesis 2: lack of LEARNING METHODOLOGY so the
student is a little bit lost when it comes to the study of Chinese Language, as
compared to the study of other foreign languages. This is a topic that should get
some attention in the future, with much more data coming from different
european countries and different learners groups.

109. QUESTIONNAIRE
Interesting Points
• There are many striking cases, apparently with not a such strong logic.
• Preliminary conclusion 2: there is a problem of misperception among the
students interviewed, in terms of HOW TO ORGANIZE the study time, WHAT
to study first, HOW MUCH EFFORT should be devoted to different skills, etc.
• Preliminary hypothesis 2: lack of LEARNING METHODOLOGY so the
student is a little bit lost when it comes to the study of Chinese Language, as
compared to the study of other foreign languages. This is a topic that should get
some attention in the future, with much more data coming from different
european countries and different learners groups.

111. QUESTIONNAIRE

112. QUESTIONNAIRE
Interesting Points

113. QUESTIONNAIRE
Interesting Points
• Question 14: Rank these activities in order of difficulty: tones, individual sounds, words, phrases?

114. QUESTIONNAIRE
Interesting Points
• Question 14: Rank these activities in order of difficulty: tones, individual sounds, words, phrases?
• TONES: 50% consider thones the most difficult part of learning Chinese. It could be
considered a low percentage according with different academic studies. No informant
considers tones as the easiest part of learning, even if 6/26 consider tones “quite easy”.

115. QUESTIONNAIRE
Interesting Points
• Question 14: Rank these activities in order of difficulty: tones, individual sounds, words, phrases?
• TONES: 50% consider thones the most difficult part of learning Chinese. It could be
considered a low percentage according with different academic studies. No informant
considers tones as the easiest part of learning, even if 6/26 consider tones “quite easy”.
• INDIVIDUAL SOUNDS. Only 5/26 consider this part as the most difficult. 2
informants consider phonemes as the easiest part. Most of informants put them in the
second or third place.

116. QUESTIONNAIRE
Interesting Points
• Question 14: Rank these activities in order of difficulty: tones, individual sounds, words, phrases?
• TONES: 50% consider thones the most difficult part of learning Chinese. It could be
considered a low percentage according with different academic studies. No informant
considers tones as the easiest part of learning, even if 6/26 consider tones “quite easy”.
• INDIVIDUAL SOUNDS. Only 5/26 consider this part as the most difficult. 2
informants consider phonemes as the easiest part. Most of informants put them in the
second or third place.
• WORDS. Only 1 informant consider words as the most difficult. Most informants
consider words in the third or fourth place.

117. QUESTIONNAIRE
Interesting Points
• Question 14: Rank these activities in order of difficulty: tones, individual sounds, words, phrases?
• TONES: 50% consider thones the most difficult part of learning Chinese. It could be
considered a low percentage according with different academic studies. No informant
considers tones as the easiest part of learning, even if 6/26 consider tones “quite easy”.
• INDIVIDUAL SOUNDS. Only 5/26 consider this part as the most difficult. 2
informants consider phonemes as the easiest part. Most of informants put them in the
second or third place.
• WORDS. Only 1 informant consider words as the most difficult. Most informants
consider words in the third or fourth place.
• PHRASES. 3/26 consider them most difficult. In general, put phrases as the third or
fourth place.

118. QUESTIONNAIRE
Interesting Points
• Question 14: Rank these activities in order of difficulty: tones, individual sounds, words, phrases?
• TONES: 50% consider thones the most difficult part of learning Chinese. It could be
considered a low percentage according with different academic studies. No informant
considers tones as the easiest part of learning, even if 6/26 consider tones “quite easy”.
• INDIVIDUAL SOUNDS. Only 5/26 consider this part as the most difficult. 2
informants consider phonemes as the easiest part. Most of informants put them in the
second or third place.
• WORDS. Only 1 informant consider words as the most difficult. Most informants
consider words in the third or fourth place.
• PHRASES. 3/26 consider them most difficult. In general, put phrases as the third or
fourth place.
• Summarising this information: Tones and Individual sounds (both 50% of informants) are considered
the most difficult parts of learning Chinese Language.

119. 21

120. END
21

121. Work package 7
Evaluation
END
21