scholarly journals Language Learning as Investment or Consumption? A Case Study of Chinese University Students’ Beliefs about the Learning of Languages Other than English

2020 ◽  
Vol 12 (6) ◽  
pp. 2156 ◽  
Author(s):  
Xiuwen Chen ◽  
Ke Zhao ◽  
Jian Tao
Keyword(s):  
Higher Education ◽  
University Students ◽  
Language Learning ◽  
Chinese Higher Education ◽  
Master's Program ◽  
Professional Career ◽  
Chinese University ◽  
Multilingual Learning ◽  
Chinese University Students

This study draws on the notions of investment and consumption to interpret beliefs about learning languages other than English (LOTEs) among learners in Chinese universities. By interviewing 23 Chinese university students learning French or Spanish in a master’s program, we found that most participants questioned the usefulness of LOTEs for their professional career and viewed learning LOTEs as part of leisure and consumption rather than investment. Only a small number of participants related their language skill development to career aspirations and were motivated to continue learning LOTEs after the end of their LOTE classes. To further explain the different language beliefs about LOTE learning, we examined the identities of these LOTE learners. The analysis identified four patterns of ‘imagined identity’, indicating that the difficulty experienced by individual learners in anticipating the usefulness of LOTEs in their ‘imagined identity’ in the future, especially in their professional career, led to their belief about LOTEs as consumption and leisure rather than investment. This paper concludes with some implications for language policy planners in sustaining multilingual learning in Chinese higher education.

scholarly journals “How Is My English?”: Chinese University Students’ Attitudes Toward China English and Their Identity Construction

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110382
Author(s):  
Haiying Pan ◽  
Chang Liu ◽  
Fan Fang ◽  
Tariq Elyas
Keyword(s):  
University Students ◽  
Language Learning ◽  
Identity Construction ◽  
English Language ◽  
Second Language Learners ◽  
Standard Form ◽  
English Language Teaching ◽  
Chinese University ◽  
China English ◽  
Chinese University Students

Due to the spread of the English language in various domains and the fact that English is used as a global language, researchers and educators have started to rethink the models and aims of English language teaching in different settings. From the World Englishes (WE) perspective, this study investigated the attitudes of Chinese university students toward the localized variety of “China English,” as well as the students’ identity construction and negotiation during their English language learning journey. Data were collected through a questionnaire completed by 190 respondents and interviews conducted with 20 participants. The findings revealed the students’ positive attitudes toward China English and non-conformity to English as a native language (ENL). This further reflected the communicative function of English and the students’ interest in forming a Chinese cultural identity. However, the students also showed self-contradictory attitudes toward China English, as most did not want to be clearly identified as Chinese when using English. The data revealed some important reasons for this attitudinal conflict, including the belief that ENL is the standard form of English, as well as the students’ desire to develop an identity as competent second language learners of English. The findings suggest the importance of increasing awareness of the global spread of English and reforming English curricula and assessment in contexts where local varieties of English are emerging.

scholarly journals An Empirical Study on Chinese University Students’ English Language Classroom Anxiety with the Idiodynamic Approach

2020 ◽  
Author(s):  
Xiang He
Keyword(s):  
University Students ◽  
Language Learning ◽  
English Language ◽  
Language Instruction ◽  
Contributing Factors ◽  
Chinese University ◽  
Language Classroom ◽  
Dynamic Perspective ◽  
Chinese University Students ◽  
Classroom Anxiety

Foreign language classroom anxiety (FLCA) is a very critical affective factor for learners’ language learning and development. The present study was designed to explore the features of Chinese university students’ FLCA and to investigate the possible influencing factors on the fluctuations of Chinese university students’ FLCA. Two female and two male Chinese university students were selected as the participants and their in-class performances were recorded. Data collection instrument included the classroom observation, the self-rated evaluation of FLCA and the stimulated recall interview. In order to capture the micro-changes of the Chinese learners’ FLCA per second, an idiodynamic approach was adopted to carry out the exploratory analysis for the learners’ experiences of FLCA over the language instruction. Zooming in on the micro dynamic variation of the participants’ FLCA, the final results indicate that Chinese university students’ FLCA, both within individuals and across individuals, is characterized of a dynamic system’s features. Furthermore, a series of contributing factors were identified to affect the participants’ FLCA, with the classroom activity types and the teacher’s feedback being the key factors. The idiodynamic method shed new light on exploring the FLCA from an emic and dynamic perspective and some pedagogical implications were also put forward as well.

scholarly journals An Empirical Study on Chinese University Students’ English Language Classroom Anxiety with the Idiodynamic Approach

2020 ◽  
Author(s):  
Xiang He
Keyword(s):  
University Students ◽  
Language Learning ◽  
English Language ◽  
Language Instruction ◽  
Contributing Factors ◽  
Chinese University ◽  
Language Classroom ◽  
Dynamic Perspective ◽  
Chinese University Students ◽  
Classroom Anxiety

Foreign language classroom anxiety (FLCA) is a very critical affective factor for learners’ language learning and development. The present study was designed to explore the features of Chinese university students’ FLCA and to investigate the possible influencing factors on the fluctuations of Chinese university students’ FLCA. Two female and two male Chinese university students were selected as the participants and their in-class performances were recorded. Data collection instrument included the classroom observation, the self-rated evaluation of FLCA and the stimulated recall interview. In order to capture the micro-changes of the Chinese learners’ FLCA per second, an idiodynamic approach was adopted to carry out the exploratory analysis for the learners’ experiences of FLCA over the language instruction. Zooming in on the micro dynamic variation of the participants’ FLCA, the final results indicate that Chinese university students’ FLCA, both within individuals and across individuals, is characterized of a dynamic system’s features. Furthermore, a series of contributing factors were identified to affect the participants’ FLCA, with the classroom activity types and the teacher’s feedback being the key factors. The idiodynamic method shed new light on exploring the FLCA from an emic and dynamic perspective and some pedagogical implications were also put forward as well.

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