Language Interference and Learning Pressure in Dual Foreign Language Programs: An Interview-Based Analysis

Translation Academy, Shandong University, Weihai, Shandong, 264200, China

^* Corresponding author: 202200630168@mail.sdu.edu.cn

Abstract

In the foreign language school of a university in China, the college has established a dual foreign language program in recent years, seeking to cultivate dual foreign language talents. However, the foreign language proficiency of students at the college, especially in the third language, has mostly fallen short of expectations. This study explores the specific manifestations and causes of this phenomenon in this situation, using interviews. The results of the interviews show that the foreign language proficiency of the students in this program, especially in the third language, is not satisfactory. In their studies, there is more pressure to learn and more confusion between the second language and the third language; and at the same time, colleges or individuals do not make adjustments and improvements to address the specific learning situation, which leads to a large portion of the students not learning as well as they should. The paper concludes with measures to improve the situation by suggesting that schools should set up relevant courses.