Factors Affecting Students’ Attitude towards Learning Chinese as a Second Language: A Case Study of the Confucius Institute at Makerere University and Luyanzi College, Uganda (original) (raw)
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Global Journal of Foreign Language Teaching
Willingness to communicate (WTC) has become an important role that facilitates language learning. The aim of this paper is to investigate WTC in Chinese as a foreign language of motivation to transfer learning through oral communication among students learning Chinese at the University of Ghana. Second language learner's motivation to transfer learning is grounded on effort, desire, knowledge and skills learned in the classroom and beyond the classroom to achieve the goal of learning a language. By adopting a survey approach, quantitative data were administered for the study via questionnaires. One hundred participants from levels 200, 300 and 400 were involved in the study to ascertain the factors that influence student's WTC in Chinese. According to the results, personality trait, environment and teaching practice, language skills, the complexity of the medium of translation, anxiety and self-confidence were factors that contributes to students' WTC.
Global Journal of Foreign Language Teaching, 2021
Willingness to communicate (WTC) has become an important role that facilitate language learning, the aim of this paper is to investigate WTC in Chinese as foreign language of motivation to transfer learning through oral communication among students learning Chinese at the university of Ghana. Second language learner’s motivation to transfer learning is grounded on effort, desire, knowledge, and skills learned in classroom and beyond the classroom to achieve the goal of learning a language. By adopting a survey approach, a quantitative data was administered for the study via questionnaires. one hundred (100) participants from level 200,300 and 400 were involved in the study to ascertain the factors that influence student’s willingness to communicate in Chinese. According to the results, personality trait, environment and teaching practice, language skills, the complexity of medium of translation, anxiety and self-confidence, were factors that contributes to students WTC. Keywords-U...
One belt one road initiative" concept caused to strengthen China-Sri Lanka bilateral relations considerably during last years and as a result of it a vast number of Sri Lankan students are motivated to learn Chinese language based on its significant impact on contemporary Sri Lankan society. Chinese language is one of the outstanding languages among other foreign languages in Sri Lankan universities. Therefore, learning a language is influenced by various factors. One of the most important factors is learner's attitude and motivation towards the target language. This paper studies the attitudes and motivational factors of Chinese language learners in a foreign language learning environment in Sri Lankan university education system. The paper analyses the result of the survey on 64 undergraduates who studying Chinese in University of Kelaniya in Sri Lanka. The survey focused on their attitudes and motivation towards learning Chinese as a foreign language and how those attitudes impact on Chinese language learning. Results of the analysis showed that the learners' attitudes towards Chinese language learning, curriculum designing, teaching methodologies are both negative and positive. Finally, the study would introduce some pedagogical implications that would help to enhance learners' attitudes and motivation.
Journal of Foreign Language Teaching and Learning, 2021
Demotivation is a negative counterpart of motivation that affects student learning process and outcome. The present study attempted to determine the demotivating factors in learning a second language in Ghana using the Chinese language as a case study. A structured survey questionnaire data were collected from two hundred students learning Chinese at the University of Ghana to achieve the stated objective. The study identified the significant demotivation factors affecting students learning a second language: Teacher competence and teaching style, learning materials, crowded classroom, high competition in acquiring scholarship to China, less chance to get Chinese Ambassador Scholarship Award, and lack of self-confidence and experience of failure. Teachers should use more appropriate textbooks to improve their teaching skills. Also, students should be motivated to learn and participate in classroom activities to form lasting reminiscences.
International Journal of Language and Linguistics, 2015
Learning Chinese as a second language is a hot and rising issue all around the world. Although the teaching and learning of Chinese as a second language is getting a lot of support from the Chinese government， through the establishment of Confucius Institutes which are aimed at the spreading and the promotion of Chinese language and culture. The spreading of Chinese language and culture is still facing a lot of challenges due to cultural differences. If the teaching and learning of Chinese language is to going develop, there is need to establish new teaching frameworks, teaching methods and approaches which can accommodate and promote culture learning in the Chinese language classes. This paper is aimed at exploring the importance of culture in second language learning, drawing examples from the teaching and learning of Chinese language and culture in Zimbabwe. Language and culture are inseparable, language is the carrier of culture and a mirror to reflect the culture. It is through language that culture is passed from the generation to generation. Without culture, language is like a tree without roots, it cannot stand, the same is with culture without language, It cannot survive. In second language learning and teaching it is important for the language teachers to understand the culture of the students and it's more important for the students to understand the culture of their target language. Chinese language is rich with culture, the expressions, grammar, characters, idioms and everything in Chinese language has a cultural connotation and meaning which if not taught well, it brings misunderstandings and a lot of problems. New teaching frameworks and approaches should be established basing on the differences that exist between the two cultures.
Attitude and motivation of arab learners learning chinese language in china
Attitude and motivation play a fundamental and complementary role in the learning process of any foreign language acquisition. Correspondingly, Previous studies have indicated that learners' high attitude and motivation always help them acquire foreign languages efficiently. However, the present study investigated whether Arab learners are integratively or instrumentally motivated to learn Chinese as a foreign language in China. Likewise, how attitude could affect their learning. 271 Arab learners from 10 different nationalities participated in this study. The study was a mixed-methods design, and data were collected through a questionnaire then followed by semi-structured interviews. Descriptive statistics analysis, means and standard deviations using SPSS 25 were employed to analyse collected data. The findings of this study revealed that Arab learners have positive attitudes and motivations to learn Chinese language. Additionally, they were a bit high integratively motivated toward learning Chinese language. This study has concluded limitations and recommendations to help institutions and interested researchers shed light on these further research studies.
. Motivational Factors in Chinese Language Learning
Learning a new language can be a challenging but rewarding experience, and for many individuals, the Chinese language presents a unique set of difficulties and complexities. The present study aimed to investigate the motivational factors that impact the process of learning the Chinese language among non-native speakers. The study employed a questionnaire to survey 104 Chinese language learners from different countries. According to the study results, six factors were identified as motivators for learners of Chinese, which include the desire for career and economic advancement, the aspiration to become a global citizen, the wish to communicate and connect with Chinese people, the pursuit of selfsatisfaction and self-efficacy, and the inclination to integrate with Chinese cultures. Moreover, the study found that video materials, particularly Chinese cinema and drama, play a crucial role in facilitating proficiency in the Chinese language. Overall, the results suggest that foreign language learners exhibit a positive attitude towards the Chinese language and are willing to continue learning it in the future .
In this era of globalization, people cross country boarders for various purposes some for education, business, work, tourism, or for living. In meeting such purposes, people have to use language for communication; this has necessitated different countries to introduce foreign language studies in their education system at various levels. In China, Chinese language is a national language for the People's Republic of China. Currently students from different countries go to china to pursue various studies and they have to learn Chinese. The study examines the factors that affecting willingness to communicate in Chines Language among the International students. The study ought to explore the factors affecting willingness to communicate in Chinese based on gender, program taught, number of courses they have, years living in China, and number of Chinese friends they have. The study used Pearson correlation, Independent T-Test and One way ANOVA, to find out the correlation between these dependent factors and independent factors. Ultimately, the study found a significant relationship between willingness to communicate in Chinese and language programme taught number of Chinese courses, courses learnt, and the time of living in China.
Motivation, Strategy and Attitude: Sustainable Challenges in Chinese Language acquisition in India
Revista Argentina de clinica Psicologica, 2020
According to official language act 1963, English language is treated as official language of India. So apart from English, all other foreign languages come into third foreign language category. Inadequate research attention has been paid to the learning of Chinese as a third language in India. This study explores the learning of Chinese as third language in University of Delhi, Jawaharlal Nehru University, Jamia Millia Islamia University & other foreign language institutes in Delhi, India. The study examines the motivation, purpose, strategy, attitude and problems of Indian students in Chinese language acquisition. It is based on primary research data collected through questionnaire from different universities and coaching institutes in India. For this, thirty-seven question items were designed and distributed to two hundred students selected from simple random sampling. Based on the data analysis, study concludes that the instrumental motivation is the sole reason behind third foreign language acquisition in India, and it also positively influences the proficiency of that language. The study also proves that foreign language enjoyment positively influences the attitude in third language acquisition. It also reveals that Indian students have strong desire for third language (Chinese) acquisition, however they face some obstacles which needs targeted care and help from the government and schools. In addition, this research also includes a large number of contents directly related to teaching, hoping to contribute to the substantial improvement of Chinese teaching and learning in India.
A recurring theme in general discussions about language is that Chinese is now the main language globally. Indeed, when measured by numbers of native speakers, the Chinese language is the world’s most widely spoken language. With a population of 1.38 billion people in China, mandarin is currently spoken by nearly one-fifth of the world’s population. Mandarin speakers can be found in mainland China, Taiwan, and diasporic Chinese communities throughout Southeast Asia, North and South America, and Europe. Since China is one of the five permanent members of the United Nations Security Council, Chinese is also an “official” UN language, along with English, French, Spanish and German. Most of the world’s people are indeed speakers of Chinese. However, it is not all that clear what is meant by the term “Chinese” in such discussions. This is considering the fact that the term ‘Chinese’ is used to refer to classical Chinese, the language of the Mandarins, the modern standard spoken variety, the written language, or as an umbrella term for a whole cluster of Chinese language varieties. This study focuses on the Chinese language offered to African students studying in China and covers students who have undertaken their courses using the Chinese language. Learning Chinese opens up a unique window into one of the world’s most ancient civilizations. As soon as one begins to study the Chinese language, then the understanding of Chinese history, cultural values, philosophical and religious beliefs, and aesthetic traditions begins. The more proficient one becomes, the more they are able to appreciate and understand China’s past and present. This study focused on Africa and was based on primary and secondary data. Interviews were held with 20 African students. The objectives of the study were to: 1. Investigate the interests of African students in studying Chinese language 2. Document the usefulness of Chinese language to Chinese language students in Africa 3. Assess the networking and job prospects of African Chinese language graduates under “the Belt and Road” Initiative