‘The language of the future’? Exploring motivations for learning Chinese in English secondary schools

Thesis

The last decade has seen significant investment in Chinese language learning in English schools. This investment carries with it an expectation of future economic benefits for individuals and society. However, anglophone learners often find Chinese more difficult than European languages and take longer to reach professional competence. The ability of school provision to motivate sustained learning is therefore key to its success. The present study aims to investigate the motivations of Chinese as a Foreign Language (CFL) learners in English secondary schools after several years of instruction. Motivation is examined in the context of upcoming examinations and related to pupils’ beliefs about difficulty and enjoyment. Self-determination theory (SDT) was chosen as the primary motivational framework. A total of 122 participants were recruited from five schools in southern England. A mixed-methods design was used to allow a full, nuanced understanding of learner experiences and beliefs. Quantitative data on student motivation and beliefs were collected using a questionnaire and supplemented by qualitative data from group interviews. Self-determination theory appeared appropriate for measuring Chinese learning motivation in the English secondary school context. Results suggested a strongly self-determined pattern of motivation among participants. Learners appeared to enjoy the process of learning a typologically different language despite its challenges. However, instrumentalist beliefs were also a strong motivator, and interview participants found repetitive or compelled activities demotivating. These findings suggest that current approaches are generally effective, and confirm Mandarin as an attractive MFL subject for English schools. Given that all participant schools were affiliated with the Mandarin Excellence Programme, the findings of the present study also provide encouraging evidence that direct investment may be having positive results.

Authors: McLaughlin, J

• DOI: 10.5287/ora-j1dekbvzg
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: secondary education; England; Mandarin; motivation; self-determination; GCSE choices; language learning; difficulty; Chinese; CFL
• Subjects: Languages, Modern; Second language acquisition; Chinese language; Education, Secondary