Impacts and Perceptions: Analyzing Chinese Language Attitudes Among Thai University Learners

Gan Li; Xuming  Yang

doi:10.60027/ijsasr.2024.4359

Authors

Gan Li College of Chinese Studies, Huachiew Chalermprakiet University, Thailand https://orcid.org/0000-0002-0771-6824
Xuming Yang School of International Education, Nanning Normal University, P.R. China https://orcid.org/0000-0002-2880-2609

DOI:

https://doi.org/10.60027/ijsasr.2024.4359

Keywords:

Thailand; , Chinese Learners; , Language Attitudes; , Background Factors

Abstract

Background and Aim: With the enhancement of China's comprehensive national strength and the increasing practical value of the Chinese language, this study aims to investigate the language attitudes of Chinese learners in major universities in Thailand. The goal is to understand the Chinese language attitudes of Thai learners and the correlation between different background variables and their attitudes toward Chinese. This research not only provides solid data support for Chinese teaching in Thailand but also contributes to cooperation and exchanges between China and Thailand in various fields.

Materials and Methods: This study combined online and offline questionnaire surveys involving 292 Thai Chinese learners.

Results: The research findings reveal that Thai Chinese learners hold positive attitudes towards the Chinese language. There is a separation between the language attitudes of Thai Chinese learners and their subjective desires, with cognitive and behavioral dimensions being higher than the emotional dimension. The factor of "age" significantly influences attitudes towards the Chinese language, while factors such as "gender," "Chinese proficiency," "length of study," "family background," and "having visited China" do not have a significant impact on language attitudes.

Conclusion: In general, Thai learners exhibit positive attitudes towards Chinese, and the practical value of the language attracts an increasing number of learners. Additionally, research on learner language attitudes can provide educational decision-makers, language teachers, and social institutions with valuable data to help formulate more effective teaching strategies and cultural exchange plans for learners of different age groups, thereby enhancing learners' emotional connection to the Chinese language.

References

Bourhis, R.Y. (1984). Cross-cultural communication in Montreal: Two field studies since Bill 101. International Journal for the Sociology of Language, 46, 33–47.

Carranza, M., & Ryan, E.B. (1975). Evaluative reactions of bilingual Anglo- and Mexican American adolescents towards speakers of English and Spanish. International Journal of the Sociology of Language, 6, 83–104.

Chen, S. (1999). Language Attitudes of Singaporean Chinese and Their Effects on Language Proficiency and Language Use. Language Teaching and Research, 1, 81-95.

Chen, S. (2018). A Study on Language Planning in Chinese Families in Chiang Mai, Thailand. Yunnan Normal University.

Dai, Q.X. (1993). Social Linguistics Course. Beijing: Central University for Nationalities Press, 144.

DeVellis, R.F. (1991). Scale development theory and application. London: SAGE.

Edwards, J. (1982). Language Attitudes and Their Implication among English Speakers. In E. Bouchard

Gallois, C., Callan, V., & Johnstone, M. (1984). Personality Judgments of Australian Aborigine and White Speakers: Ethnicity, Sex and Context. Journal of Language and Social Psychology, 3, 39- 58.

Gao, Y. et al (2003). Motivation Types of Chinese College Undergraduates. Modern Foreign Languages, 1, 28–38

Gardner, R.C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.

Gardner, R.C., & Lambert, W.E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.

Gardner, R.C., & Lambert, W.E. (1960). Motivational Variables in Second-language Acquisition. Canadian Journal of Psychology Revue, 1960(4), 26-72.

Gardner, R.C., & Lambert, W.E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House Publishers.

Garrett, P. (2010). Attitudes to Language. New York: Cambridge University Press.

Kircher, R., & Fox, S. (2019). Attitudes towards Multicultural London English: Implications for attitude theory and language planning. Journal of Multilingual and Multicultural Development, 40 (10), 847–864.

Lambert, W.E. (1967). Social psychology of Bilingualism. Journal of Social Issues, 2, 91-109.

Li, J. (2018). Survey on the Use of Chinese by African Students in Guangzhou and Language Attitudes. Guangzhou University.

Li, J.Y. (2022). The Influence of Thai National Character on Thai Students' Attitudes towards Learning Chinese—A Case Study of Amachon Cheng Public Secondary School in Thailand. Hunan University.

Lin Caijun. (2017). A Corpus-based Study on the Acquisition of “Ba” Construction by Thai Learners. Journal of International Studies, 7(1), 140-162.

Liu, Y. (2013). Survey Report on the Language Use of Ethnic Chinese High School Students in Northern Thailand—A Case Study of Two High Schools in Chiang Rai Province. Language Teaching and Research, 6, 17-22.

Masgoret, A.M., & Gardner, R.C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(1), 123 -163.

McKenzie, R.M., & Carrie, E. (2018). Implicit–explicit attitudinal discrepancy and the investigation of language attitude change in progress. Journal of Multilingual and Multicultural Development, 39 (9), 830–844.

Ni, C.B., Wang, Z., Wang, J., & Jiang, M. (2004). Survey on the Language Attitudes of Foreign Students Studying in China. Language Teaching and Research, 4, 56-66.

Ryan, E.B., Giles, H., & Sebastian, R.J. (1982). An integrative perspective for the study of attitudes towards language variation. In E. B. Ryan & H. Giles. Attitudes towards Language Variation: Social and Applied Contexts. London: Edward Arnold.

Spolsky, B. (2004). Language Policy. Cambridge: Cambridge University Press.

Su, Y.X., & Li, S.Q. (2010). The Impact of Language Attitudes of Thai Middle School Students on Their Chinese Learning and Use. Language and Literature Journal, 4, 34-35.

Sun, J. (2020). Survey Research on the Language Attitudes of Vocational School Students in Northern Thailand. Shenyang Normal University, Liaoning.

Vennela, R., & Kandharaja, K.M.C. (2021). Agentive Responses: A Study of Students’ Language Attitudes Towards the Use of English in India. Current Issues in Language Planning, 1, 243-263.

Wang, Y.X. (1999). Theory and Practice of Chinese Ethnic Linguistics. Beijing: Ethnic Publishing House.

Wu, K. (2018). A Study on the Language Attitudes of Chinese Learners at Suan Sunandha Rajabhat University, Thailand. Yunnan Normal University.

Wu, L.M., & Zhang, J.J. (2024). The Influence of Chinese Language Policies and Ethnic Identities on the Language Attitudes of Indonesian and Thai Students Studying in China. Heilongjiang Higher Education Research, 1, 129-139.

Xiao, H. (2011). Investigation of Chinese Language Use in Chinese Communities in Northern Lampang, Thailand. Xiangtan University.

Xie, Z.X. (2021). Survey of Language Life in Chinese Communities in Northern Thailand—A Case Study of Changliang Village, Mengna Township, Jinglao County, Chiang Mai Province. Modern Language, 4, 67-71.

Yang, K.Z. (2013). Survey Research on Learning Motivation and Attitudes of Chinese Major Students in Public High Schools in Thailand. Jinan University, Guangdong.

Zhang, Y. (2016). Study on Chinese Language Attitudes and Motivation of High School Students in Thailand. Yunnan University.

Zhao, L. (2019). Analysis of Chinese Language Attitudes of Chinese Major University Students in Thailand. Overseas Chinese Education, 4, 128-133.

Zhou, J.S. (2020). Study on the Language Attitudes and Learning Motivation of High School Students in Northern Thailand—A Case Study of Guangxi University. Guangxi University.