Intercultural Contact, Language Learning Attitudes, Ideal Self, and Chinese Language Learning Motivation: A Case Study of International Students in Taiwan

跨文化接觸、華語學習態度、自我概念以及華語學習動機：以臺灣國際學生為例

黃虹慈(Hung-Tzu HUANG) ； 李宛真(Wan-Jhen LI)

《華語文教學研究》 19卷2期 (2022/06) Pp. 65-105

摘要

This study responds to recent calls to re-examine the L2 motivational self system framework in order to better understand the motivation for learning languages other than English. Specifically, we examine the structural relationships between L2 Chinese learners' intercultural contact, language-related attitudes, ideal self, and motivated learning behaviors in a study-abroad context. A total of 339 international students at two universities in northern Taiwan participated in our survey, 15 of whom participated in post-survey interviews. One of the key findings was that the students did not frequently engage in intercultural encounters using Chinese. Sequential equation modelling shows that the students' overall Chinese learning experience had a greater effect on motivational variables than their interactions with people through spoken Chinese. Not only did the students' ideal future selves have a direct impact on their intended learning effort and willingness to communicate in Chinese, but they also mediated the effects of interactions through spoken language, their attitudes towards Chinese as an international language, and their language learning experience on the two motivated learning behaviors. The qualitative results document how international students' Chinese use and contact opportunities were complicated by their access to global English in this study-abroad context. Implications of the findings are discussed to provide insights into how vision development instruction can be applied to enhance the beneficial effects of studying abroad.

關鍵字

Chinese language learning motivation ； Chinese language learning attitudes ； intercultural contact ； international students ； L2 motivational self system

並列摘要

本研究回應近年來重新檢驗「第二語言動機自我系統」之需求，以了解此理論架構對於英文以外的外語學習動機是否具解釋力。我們探究華語學習者在海外留學時的跨文化接觸、華語學習態度、自我概念以及華語學習動機之間的關聯。研究招募339名就讀於臺灣北區兩所大專院校的國際學生參與量表填答，並邀請其中15名進行深度訪談。主要結果顯示：國際學生在臺灣使用華語的跨文化接觸經驗不頻繁。結構方程式分析發現相較於口語接觸，華語學習經驗對於在臺國際生的華語學習動機有較顯著的影響；國際學生理想中的華語自我形象不僅直接影響其學習及溝通意願，更在口語接觸、語言態度、華語學習經驗、以及華語學習動機之間具有中介效果。質化分析則顯示：國際生在臺留學期間的跨文化接觸及華語使用機會因全球化英文的普遍而複雜化。研究建議華語課程融入自我形象建構教學以提升海外留學之效益。

並列關鍵字

國際學生 ； 第二語言動機自我系統 ； 華語學習動機 ； 華語學習態度 ； 跨文化接觸

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