File Download
 
Links for fulltext
(May Require Subscription)
 
Supplementary

Article: South asian students' Chinese language learning in Hong Kong: Motivations and strategies
  • Basic View
  • Metadata View
  • XML View
TitleSouth asian students' Chinese language learning in Hong Kong: Motivations and strategies
 
AuthorsShum, MSK1
Gao, F1
Tsung, L2
Ki, WW1
 
KeywordsChinese language
Motivation
South asian
Strategy
 
Issue Date2011
 
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01434632.asp
 
CitationJournal Of Multilingual And Multicultural Development, 2011, v. 32 n. 3, p. 285-297 [How to Cite?]
DOI: http://dx.doi.org/10.1080/01434632.2010.539693
 
AbstractThis paper offers insights into an under-researched area of Chinese language learning among Hong Kong's less affluent South Asians, a group whose members have often been stereotyped as unable to function in the Chinese medium instruction (CMI) teaching system. Data were collected from a survey of approximately 300 South Asian secondary school students and from follow-up semi-structured interviews with 30 student participants. By cross-examining students' language competency and practice in Chinese, English and mother language(s), the research found that South Asian students, even though in a majority language environment, invest less in Chinese language learning and practice. Their language motivation is instrumentally driven and there is a lack of adequate family support for learning Chinese. It thus highlights the role of schooling and teachers' support in Chinese language learning as the main remedy for insufficient parental involvement. This research argues that in order to attain high competency in the Chinese language, which is considered important for upward mobility, there is an urgent need for teachers and researchers to understand the limited use that students make of the Chinese language and to develop a suitable teaching pedagogy for fostering language motivations. © 2011 Taylor &Francis.
 
ISSN0143-4632
2013 Impact Factor: 0.541
2013 SCImago Journal Rankings: 0.548
 
DOIhttp://dx.doi.org/10.1080/01434632.2010.539693
 
ISI Accession Number IDWOS:000290993900006
 
ReferencesReferences in Scopus
 
DC FieldValue
dc.contributor.authorShum, MSK
 
dc.contributor.authorGao, F
 
dc.contributor.authorTsung, L
 
dc.contributor.authorKi, WW
 
dc.date.accessioned2011-07-27T01:37:18Z
 
dc.date.available2011-07-27T01:37:18Z
 
dc.date.issued2011
 
dc.description.abstractThis paper offers insights into an under-researched area of Chinese language learning among Hong Kong's less affluent South Asians, a group whose members have often been stereotyped as unable to function in the Chinese medium instruction (CMI) teaching system. Data were collected from a survey of approximately 300 South Asian secondary school students and from follow-up semi-structured interviews with 30 student participants. By cross-examining students' language competency and practice in Chinese, English and mother language(s), the research found that South Asian students, even though in a majority language environment, invest less in Chinese language learning and practice. Their language motivation is instrumentally driven and there is a lack of adequate family support for learning Chinese. It thus highlights the role of schooling and teachers' support in Chinese language learning as the main remedy for insufficient parental involvement. This research argues that in order to attain high competency in the Chinese language, which is considered important for upward mobility, there is an urgent need for teachers and researchers to understand the limited use that students make of the Chinese language and to develop a suitable teaching pedagogy for fostering language motivations. © 2011 Taylor &Francis.
 
dc.description.natureLink_to_subscribed_fulltext
 
dc.identifier.citationJournal Of Multilingual And Multicultural Development, 2011, v. 32 n. 3, p. 285-297 [How to Cite?]
DOI: http://dx.doi.org/10.1080/01434632.2010.539693
 
dc.identifier.doihttp://dx.doi.org/10.1080/01434632.2010.539693
 
dc.identifier.eissn1747-7557
 
dc.identifier.epage297
 
dc.identifier.hkuros186096
 
dc.identifier.isiWOS:000290993900006
 
dc.identifier.issn0143-4632
2013 Impact Factor: 0.541
2013 SCImago Journal Rankings: 0.548
 
dc.identifier.issue3
 
dc.identifier.openurl
 
dc.identifier.scopuseid_2-s2.0-79957545158
 
dc.identifier.spage285
 
dc.identifier.urihttp://hdl.handle.net/10722/135567
 
dc.identifier.volume32
 
dc.languageeng
 
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01434632.asp
 
dc.publisher.placeUnited Kingdom
 
dc.relation.ispartofJournal of Multilingual and Multicultural Development
 
dc.relation.referencesReferences in Scopus
 
dc.subjectChinese language
 
dc.subjectMotivation
 
dc.subjectSouth asian
 
dc.subjectStrategy
 
dc.titleSouth asian students' Chinese language learning in Hong Kong: Motivations and strategies
 
dc.typeArticle
 
<?xml encoding="utf-8" version="1.0"?>
<item><contributor.author>Shum, MSK</contributor.author>
<contributor.author>Gao, F</contributor.author>
<contributor.author>Tsung, L</contributor.author>
<contributor.author>Ki, WW</contributor.author>
<date.accessioned>2011-07-27T01:37:18Z</date.accessioned>
<date.available>2011-07-27T01:37:18Z</date.available>
<date.issued>2011</date.issued>
<identifier.citation>Journal Of Multilingual And Multicultural Development, 2011, v. 32 n. 3, p. 285-297</identifier.citation>
<identifier.issn>0143-4632</identifier.issn>
<identifier.uri>http://hdl.handle.net/10722/135567</identifier.uri>
<description.abstract>This paper offers insights into an under-researched area of Chinese language learning among Hong Kong&apos;s less affluent South Asians, a group whose members have often been stereotyped as unable to function in the Chinese medium instruction (CMI) teaching system. Data were collected from a survey of approximately 300 South Asian secondary school students and from follow-up semi-structured interviews with 30 student participants. By cross-examining students&apos; language competency and practice in Chinese, English and mother language(s), the research found that South Asian students, even though in a majority language environment, invest less in Chinese language learning and practice. Their language motivation is instrumentally driven and there is a lack of adequate family support for learning Chinese. It thus highlights the role of schooling and teachers&apos; support in Chinese language learning as the main remedy for insufficient parental involvement. This research argues that in order to attain high competency in the Chinese language, which is considered important for upward mobility, there is an urgent need for teachers and researchers to understand the limited use that students make of the Chinese language and to develop a suitable teaching pedagogy for fostering language motivations. &#169; 2011 Taylor &amp;Francis.</description.abstract>
<language>eng</language>
<publisher>Routledge. The Journal&apos;s web site is located at http://www.tandf.co.uk/journals/titles/01434632.asp</publisher>
<relation.ispartof>Journal of Multilingual and Multicultural Development</relation.ispartof>
<subject>Chinese language</subject>
<subject>Motivation</subject>
<subject>South asian</subject>
<subject>Strategy</subject>
<title>South asian students&apos; Chinese language learning in Hong Kong: Motivations and strategies</title>
<type>Article</type>
<identifier.openurl>http://library.hku.hk:4550/resserv?sid=HKU:IR&amp;issn=0143-4632&amp;volume=32&amp;issue=3&amp;spage=285&amp;epage=297&amp;date=2011&amp;atitle=South+Asian+Students%27+Chinese+Language+Learning+In+Hong+Kong:+motivations+And+Strategies</identifier.openurl>
<description.nature>Link_to_subscribed_fulltext</description.nature>
<identifier.doi>10.1080/01434632.2010.539693</identifier.doi>
<identifier.scopus>eid_2-s2.0-79957545158</identifier.scopus>
<identifier.hkuros>186096</identifier.hkuros>
<relation.references>http://www.scopus.com/mlt/select.url?eid=2-s2.0-79957545158&amp;selection=ref&amp;src=s&amp;origin=recordpage</relation.references>
<identifier.volume>32</identifier.volume>
<identifier.issue>3</identifier.issue>
<identifier.spage>285</identifier.spage>
<identifier.epage>297</identifier.epage>
<identifier.eissn>1747-7557</identifier.eissn>
<identifier.isi>WOS:000290993900006</identifier.isi>
<publisher.place>United Kingdom</publisher.place>
</item>
Author Affiliations
  1. The University of Hong Kong
  2. University of Sydney