A Study on the Chinese Language Anxiety of University Students in Korean

2020 ◽  
Vol 123 ◽  
pp. 177-197
Author(s):  
Yuqing Cheng ◽  
Hyeong-chun Park
Keyword(s):  
University Students ◽  
Chinese Language ◽  
Language Anxiety

Motivational and cultural correlates of second language acquisition

2008 ◽  
Vol 31 (2) ◽  
pp. 17.1-17.22 ◽  
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.

scholarly journals An Investigation into the Association between Learning Autonomy, Language Anxiety and Thinking Style: University Students in Focus

2020 ◽  
Vol 11 (2) ◽  
pp. 309
Author(s):  
Minwuyelet Andualem Desta
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Correlation Coefficient ◽  
Research Question ◽  
Learner Autonomy ◽  
Language Anxiety ◽  
Thinking Styles ◽  
Thinking Style ◽  
Spearman Correlation ◽  
Spearman Test

The purpose of this study was to investigate the association between learning autonomy, language anxiety and thinking style. Thus, the study deals with the basis of autonomous learning along with the importance and different related concepts. To attain this objective, a survey research design was employed.  The participants of the study were 598 undergraduate students (287 males and 311 females) enrolled in the department of English language at Debre Tabor University, Bahir Dar University, and Gondar University.  To gather the information Horwitz and Cope’s, Foreign Language Classroom Anxiety Scale, Sternberg’s Thinking Styles Inventory, and Learner Autonomy Questionnaire developed by Zhang and Li were used. The findings indicated that non-parametric test was liable to be used in order to study the research hypotheses. Using Spearman correlation coefficient, the association was found between autonomy and language anxiety among Ethiopian university students. The other research question was an attempt to determine if there was the association between learner autonomy and thinking style which was confirmed through the use of Spearman correlation coefficient. Ultimately, the affinity between language anxiety and thinking style was addressed through the use of Spearman test which confirmed this association. Finally, it was recommended that pedagogical implications are needed to account for second or foreign language teaching and learning as well as textbook writers and curriculum designers.

Motivational and cultural correlates of second language acquisition

2008 ◽  
Vol 31 (2) ◽  
pp. 17.1-17.22 ◽  
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.

scholarly journals Language Ideologies, Chinese Identities and Imagined Futures

2021 ◽  
Vol 17 (1) ◽  
pp. 1-30
Author(s):  
Audrey Lin Lin Toh (陶琳琳) ◽  
Hong Liu (刘宏)
Keyword(s):  
University Students ◽  
Language Ideologies ◽  
Mother Tongue ◽  
Chinese Language ◽  
Future Research ◽  
Internal Factors ◽  
Ethnic Chinese ◽  
High Propensity ◽  
New Mother ◽  
English Speaking

Abstract Since independence in 1965, the Singapore government has established a strongly mandated education policy with an English-first and official mother tongue Mandarin-second bilingualism. A majority of local-born Chinese have inclined toward a Western rather than Chinese identity, with some scholars regarding English as Singapore’s “new mother tongue.” Other research has found a more local identity built on Singlish, a localized form of English which adopts expressions from the ethnic mother tongues. However, a re-emergent China and new waves of mainland migrants over the past two decades seem to have strengthened Chinese language ideologies in the nation’s linguistic space. This article revisits the intriguing relationships between language and identity through a case study of Chineseness among young ethnic Chinese Singaporeans. Guided by a theory of identity and investment and founded on survey data, it investigates the Chinese language ideologies of university students and their agency in choosing for themselves a Chinese imagined identity and community. Our survey found that ethnic Chinese Singaporean university students still possess a strong affinity for Mandarin and a desire to develop this aspect of their identity, in the context of Singapore’s multiracial national identity. There exists a high propensity for imagined futures in Chineseness, with a majority of survey respondents who claimed English-speaking and bilingual identities also expressing the desire to become more bilingual and more Mandarin-speaking. This paper also deciphers the external and internal factors contributing to this development and suggests some areas of future research.

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