Second Language Acquisition: Analysis of Chinese Learning Challenges and Influence of Igbo Language on Igbo Learners of Chinese Language

The present study investigates the relationships among motivational factors, cultural correlates and second language proficiency. The participants, from both Western and Asian backgrounds, were learning Chinese at university level in the People’s Republic of China. 115 students (35 Western students and 80 Asian students) ranging from beginning to advanced levels of proficiency were surveyed. The results of the study indicated that the degree of integrativeness into Chinese culture and motivation was significantly and positively related to Chinese language proficiency, while language anxiety was significantly and negatively correlated to such proficiency. However instrumental orientation was found to have no statistically significant relationship with such proficiency. Multiple regression analysis indicated that integrativeness and gender were major variables predicting Chinese language proficiency. Significant differences between Western and Asian student groups were found in terms of motivational variables and Chinese language proficiency. Compared with the Asian student group, the Western student group tended to perform better in spoken Chinese proficiency as evaluated by their teachers and seemed to have higher levels of motivation and integrativeness but lower levels of instrumental orientation and language anxiety. Recommendations are made to enhance motivation and second language acquisition.

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Second language acquisition and contactinduced language change in the history of the Chinese language

Language Contact and Change in Chinese ◽

10.1515/9783110612981-011 ◽

2019 ◽

pp. 237-253

Author(s):

Guangshun Cao ◽

Hsiao-jung Yu

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Change ◽

Chinese Language ◽

History Of

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Motivational and cultural correlates of second language acquisition

Australian Review of Applied Linguistics ◽

10.1075/aral.31.2.04yu ◽

2008 ◽

Vol 31 (2) ◽

pp. 17.1-17.22 ◽

Cited By ~ 1

Author(s):

Baohua Yu ◽

David A. Watkins

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Proficiency ◽

Chinese Culture ◽

Chinese Language ◽

Language Anxiety ◽

Student Group ◽

Asian Student ◽

Student Groups

The present study investigates the relationships among motivational factors, cultural correlates and second language proficiency. The participants, from both Western and Asian backgrounds, were learning Chinese at university level in the People’s Republic of China. 115 students (35 Western students and 80 Asian students) ranging from beginning to advanced levels of proficiency were surveyed.The results of the study indicated that the degree of integrativeness into Chinese culture and motivation was significantly and positively related to Chinese language proficiency, while language anxiety was significantly and negatively correlated to such proficiency. However instrumental orientation was found to have no statistically significant relationship with such proficiency. Multiple regression analysis indicated that integrativeness and gender were major variables predicting Chinese language proficiency. Significant differences between Western and Asian student groups were found in terms of motivational variables and Chinese language proficiency. Compared with the Asian student group, the Western student group tended to perform better in spoken Chinese proficiency as evaluated by their teachers and seemed to have higher levels of motivation and integrativeness but lower levels of instrumental orientation and language anxiety. Recommendations are made to enhance motivation and second language acquisition.

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Critical Evidence

Psychological Science ◽

10.1111/1467-9280.01415 ◽

2003 ◽

Vol 14 (1) ◽

pp. 31-38 ◽

Cited By ~ 190

Author(s):

Kenji Hakuta ◽

Ellen Bialystok ◽

Edward Wiley

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Critical Period ◽

Chinese Language ◽

Level Of Education ◽

Linear Effects ◽

Critical Age ◽

The Mean ◽

Additional Variance

The critical-period hypothesis for second-language acquisition was tested on data from the 1990 U.S. Census using responses from 2.3 million immigrants with Spanish or Chinese language backgrounds. The analyses tested a key prediction of the hypothesis, namely, that the line regressing second-language attainment on age of immigration would be markedly different on either side of the critical-age point. Predictions tested were that there would be a difference in slope, a difference in the mean while controlling for slope, or both. The results showed large linear effects for level of education and for age of immigration, but a negligible amount of additional variance was accounted for when the parameters for difference in slope and difference in means were estimated. Thus, the patterh of decline in second-language acquisition failed to produce the discontinuity that is an essential hallmark of a critical period.

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On the Use of Corpora in Second Language Acquisition – Chinese as an Example

Acta Linguistica Asiatica ◽

10.4312/ala.11.2.131-142 ◽

2021 ◽

Vol 11 (2) ◽

pp. 131-142

Author(s):

Mária Ištvánová

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Curriculum Design ◽

Teaching And Learning ◽

Chinese Language ◽

Teaching Materials ◽

Exploratory Approach

This paper aims to introduce the language corpora and the advantages of their use in the process of Chinese language acquisition. We provide practical examples of the corpora's direct and indirect use for teaching and learning Chinese as a second language. The exploratory approach towards Chinese by using various types of corpora is applicable for general language seminars as well as specialized translation seminars. The indirect use is mainly linked to the preparation of teaching materials and facilitates the curriculum design.

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