Exploring Iranian Learners’ Use of Conversational Strategies in Simultaneous Acquisition of English and Chinese

The pursuit of proficiency in multiple languages has gained increasing importance in our globalized world. In this endeavor, the simultaneous acquisition of English as a Foreign Language and Chinese as a Second Foreign Language by Persian-speaking learners represents a unique and challenging educational context. This study explores the impact of cultural and linguistic differences on Persian-speaking learners acquiring English as a Foreign Language and Chinese as a Second Foreign Language. The researcher used a mixed-method design with 48 participants from a private school and a university in Isfahan, Iran. The results show that explicit instruction in conversational strategies improves speaking skills, with learners using strategies like circumlocution and code-switching. Cultural adaptation, fear of misunderstanding, and linguistic challenges were identified as the key factors affecting strategy effectiveness. The participants expressed the need for tailored pedagogical approaches to address these challenges effectively. The study highlights the importance of a holistic approach to language acquisition, emphasizing cultural sensitivity and linguistic adaptability. This research contributes valuable insights into the role of conversational strategies in navigating linguistic and cultural boundaries, with pedagogical implications for language instructors.