Conceptualising English L1 speakers’ motivation for learning L2 Chinese in Australian universities

ABSTRACT

This study investigated English first language (L1) speakers’ motivation for learning Chinese as a second language (L2) in Australia and the links of underlying motivational components to learner sociobiographical (e.g. gender and reasons for learning) and language learning variables (i.e. experience abroad, hours of self-study, and speaking with Chinese L1 speakers). A total of 164 Australian university students participated in the study. The findings show that instrumentality (e.g. employment and travel) tops their orientations to learn L2 Chinese, followed by integrative orientations (e.g. interest in the Chinese language and culture and desire to communicate with the Chinese people), with mandatory requirements as the least agreed reason. Statistical analyses reveal that the underlying structure of their motivation consists of six components: intrinsic motivation, orientation, anxiety, integrativeness, instrumentality, and sociality. Some of them are linked to certain learner background variables. Females demonstrated stronger instrumental orientation than their male counterparts. Visiting China and self-study hours have positive connections with intrinsic motivation. The findings shed light on the complexities and multifaceted characteristics of motivation and their links with learner sociobiographical and learning variables by providing evidence for global language speakers’ motivation to learn other languages.

KEYWORDS:

• Intrinsic motivation
• extrinsic motivation
• instrumentality
• integrativeness
• sociobiographical variables
• Chinese as a foreign language

Acknowledgement

We would like to thank Wei Wang, Shidong An, Qiong Li, and Mengye Yao for their assistance with the data collection, and the students for their participation. We are also grateful for the very helpful comments from the anonymous reviewers and for the guidance of the editor.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Funding details

This work is supported by the University of Wollongong under URC Small Grants Scheme.

Notes

1 Excluding SARs and Taiwan.