This paper is a critical review of selected research on the learning of English by Chinese speakers, in particular, on the difficulties they experience and the variables determining the success of their under taking. Areas of consensus and dispute among researchers, as well as suggestions for needed research, will be pointed out. Emphasis is on analyzing approaches and noting trends. The premise of the paper is that, to whatever extent (as justified by empirical evidence) Chinese speakers may be said to share a common language and culture, such a survey would be helpful to the formulation of lines of inquiry and the development of learner-language-specific methods and materials. Studies of social/affective factors in English acquisition (which are locale-specific) will not be discussed. Topics covered include phono logy, morphology and syntax (and beyond), the typological transfer hypothesis, analysis of written discourse, analysis of spoken discourse and sociocultural competence, and reading.
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