China's cultural system is based not on the strength of the individual, but on the pattern of relationships maintained by all people. In communication, the Chinese put emphasis on the receiver of messages and on listening rather than on the sender. This cultural trait, derived from Confucianism, has a significant impact on the strategies native Chinese speakers use to learn English as taught by methods based on the philosophies of western philosophers. It is important for teachers of English as a second language (ESL) to understand how Chinese learning styles and expectations reflect Chinese culture and history, and the educational system in which Chinese students would have received initial English language instruction. Personal motivations for learning are largely politically-based, reflecting national educational objectives. The rigid structure of relationships in Chinese society, including that of teacher and student, also reflect Confucian philosophy. Understanding of such concepts as filial piety, reciprocity, the irrelevance of personal feelings, and the importance of clarity in relationships can help the ESL teacher design instruction, communication, and classroom interaction. Contains 42 references. (MSE)