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Research on the Students’ Attitudes Towards Multilingualism: Li Minority Students in Hainan

  • Mei Yue

    Mei YUE is a lecturer at Hainan University. Her research interests include metacognition, learner’s autonomy, and teaching methodology.

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    and Xujie Fan

    Xujie FAN is a postgraduate student at the College of Foreign Languages, Hainan University. Her research interests include second language acquisition, foreign language teaching, and discourse analysis.

Published/Copyright: August 21, 2022
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Abstract

Recent research has emphasized that attitude is key to language learners’ learning outcomes. More specifically, language learners’ feelings about languages and language learning may affect their study behavior and willingness to engage with a second or foreign language. Few studies on language attitudes have been conducted with ethnic minority groups in China. As such, influencing factors (e.g., gender, language proficiency) have not gained sufficient attention. The present study aims to explore language attitudes, especially towards multilingualism, among members of the Li minority group in Hainan, China. First, we conceptualized and validated a questionnaire on attitudes towards multilingualism. Exploratory factor analysis and confirmatory factor analysis verified the survey’s validity. Then, we examined how selected sociodemographic variables (e. g., gender and language proficiency) influenced students’ attitudes towards multilingualism. Hierarchical regression was performed to ascertain the contribution of each predictor variable to learners’ attitudes towards multilingualism. Results revealed no significant relationship between gender and language attitudes but found a significant impact of students’ language proficiency level on their attitudes towards multilingualism. Implications for minority students’ multilingual learning were discussed based on the findings.

About the authors

Mei Yue

Mei YUE is a lecturer at Hainan University. Her research interests include metacognition, learner’s autonomy, and teaching methodology.

Xujie Fan

Xujie FAN is a postgraduate student at the College of Foreign Languages, Hainan University. Her research interests include second language acquisition, foreign language teaching, and discourse analysis.

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Appendix 1

Instrument

Part one: Socio-biographic information

Which language(s) did you acquire first before the primary school?

You may pick more than one options: Chinese, the ethnic language, the local dialect, English or the others (please specify)

What is your ethnicity on the ID card?

What’s your gender?

What’s your grade level?

Part two: Language proficiency

What is the level of your Chinese proficiency?

Very bad. I can barely speak Chinese.

Not good. I can only use Chinese for simple communication.

Just so-so. I can use Chinese for basic communication.

Good. I can communicate in Chinese.

Very good. I can communicate fluently in Chinese.

What is the level of your ethnic language proficiency?

Very bad. I can hardly speak my ethnic language.

Not good. I can only use the ethnic language for simple communication.

Just so-so. I can use my ethnic language for basic communication.

Good. I can communicate in my ethnic language.

Very good. I can communicate fluently in my ethnic language.

What is the level of your English proficiency?

Very bad. I can hardly speak English.

Not good. I can only use English for simple communication.

Just so-so. I can use English for basic communication.

Good. I can communicate in English.

Very good, I can communicate fluently in English.

Part three: Language attitudes

(5-point scale, strongly disagree, disagree, generally agree, agree, strongly agree) Feelings of belonging

  1. I find learning the ethnic language enhances my sense of national pride.

  2. I think learning Chinese strengthens my sense of country.

  3. I think learning English strengthens my concept of globalization

  4. I think learning the ethnic language makes me better communicate with local people.

  5. I find learning Chinese allows me to communicate with people around me better.

  6. I think learning English can help me communicate with foreign friends better.

Emotions

  1. I find learning English is a very enjoyable thing.

  2. I find learning the ethnic language is a very enjoyable thing.

  3. I think speaking the ethnic language is a very enjoyable thing.

  4. I think speaking Chinese is a very enjoyable thing.

  5. I think speaking English is a very enjoyable thing.

Mindset

  1. I think Chinese sounds beautiful.

  2. I find Chinese sounds endearing.

  3. I think the ethnic language sounds beautiful.

  4. I find the ethnic language useful.

  5. I think English sounds beautiful.

  6. I find English sounds endearing.

  7. Trilingualism is important.

  8. Trilingualism helps me make more friends.

  9. Trilingualism makes me more brilliant.

Motivation

  1. Trilingualism helps me find a good job.

  2. Trilingualism makes it easier for me in the competition.

  3. Trilingualism helps me make more money.

  4. Trilingualism helps me learn more knowledge.

Published Online: 2022-08-21
Published in Print: 2022-08-26

© 2022 BFSU, FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy

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