Attitude, Motivation and Chinese Language Learning Proficiency in an Arabic Context: An Empirical Case Study of Khartoum University Students
Attitude, Motivation and Chinese Language Learning Proficiency in an Arabic Context: An Empirical Case Study of Khartoum University Students
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Date
2013-02
Authors
Zhang, Mei
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Journal ISSN
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Publisher
UOFK
Abstract
It is argued that attitudes play a key role in SL/FL learning and motivation has been
shown to have a significant impact on language learning, thus, numerous researches
have been conducted on this area from different perspectives. However, little
literature explored attitudes to and motivations for Chinese language learning in an
Arabic context.
The aim of this study is to describe and examine Arabic undergraduate students'
attitudes and integrative and instrumental motivation toward learning Chinese as a
foreign language and their influences on Chinese language proficiency. In order to
determine the students‟ tendency towards attitudes and the two kinds of motivation, a
modified 40- closed-item survey was administered to 186 Chinese- major students
from University of Khartoum in Sudan. The results have shown that Sudanese
students had very high motivation and positive attitudes towards learning Chinese and
they were more integratively motivated. Further, the findings reveal a positive
relationship between higher proficiency level and positive attitudes to learn Chinese
but no relation between language proficiency and motivation orientations. In addition,
gender differences have low correlation on students‟ attitudes and motivational
orientations. Significant differences exist in the participants' instrumental motivational
orientations due to the length of learning Chinese. Finally, based on the findings some
suggestions and recommendations for teachers have been highlighted.
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Keywords
attitudes; integrative and instrumental motivation; Chinese language learning proficiency; Arabic students