"Asian Learners" Re-Examined: An Empirical Study of Language Learning Attitudes, Strategies and Motivation among Mainland Chinese and Hong Kong Students

Autor/in	Gan, Zhengdong
Titel	"Asian Learners" Re-Examined: An Empirical Study of Language Learning Attitudes, Strategies and Motivation among Mainland Chinese and Hong Kong Students
Quelle	In: Journal of Multilingual and Multicultural Development, 30 (2009) 1, S.41-58 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
Schlagwörter	Asians; Student Attitudes; Stereotypes; Rote Learning; Learning Motivation; Personal Autonomy; Foreign Countries; English (Second Language); Second Language Learning; Learning Strategies; College Students; Cultural Traits; Confucianism; Prediction; Interviews; Questionnaires; Social Environment; Second Language Instruction; China; Hong Kong + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Schülerverhalten; Klischee; Mechanisches Lernen; Motivation for studies; Lernmotivation; Individuelle Autonomie; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Konfuzianismus; Vorhersage; Interviewing; Interviewtechnik; Fragebogen; Soziales Umfeld; Fremdsprachenunterricht; Hongkong
Abstract	Although cultural stereotypes of Asian students as being prone to rote learning, passive and teacher-dependent have been under criticism, the issue of the extent to which Asian heritage culture impacts on Asian students' learning attitudes and behaviour warrants further investigation. This paper reports on an empirical study which compares self-directed language learning attitudes, strategies and motivation among university students in mainland China and Hong Kong. In doing so, the author aims to investigate: (1) whether there are any differences/similarities in learning attitudes, strategies and motivation between these two groups of Asian students; (2) how these differences/similarities could be explained in terms of the cultural (i.e. Confucian) traditions or situational factors such as institutional contexts and social environments. Data were collected through both questionnaire and interviews. The findings of this study suggest that institutional contexts and social environments rather than cultural traditions tend to determine students' attitudes towards, strategies in and motivation for learning English. Implications for illuminating the validity of Littlewood's (1999) 10 predictions about the forms of learner autonomy in East Asian traditions are then discussed. (Contains 5 tables and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10