'Asian learners' re-examined: an empirical study of language learning attitudes, strategies and motivation among mainland Chinese and Hong Kong students
'Asian learners' re-examined: an empirical study of language learning attitudes, strategies and motivation among mainland Chinese and Hong Kong students
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DOI：
10.1080/01434630802307890
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发表时间：
2009-01-01
影响因子：
2.3
通讯作者：
Gan, Zhengdong
中科院分区：
文献类型：
--
作者：
Gan, Zhengdong
虽然对亚洲学生的文化刻板印象是倾向于死记硬背、被动和依赖教师的，但亚洲传统文化对亚洲学生学习态度和行为的影响程度值得进一步调查。本文报告了一项实证研究，比较了中国大陆和香港大学生的自我导向语言学习态度、策略和动机。本研究旨在探讨：（1）这两组亚洲学生在学习态度、学习策略和学习动机方面是否存在差异/相似之处;（2）这些差异/相似之处如何从文化传统（即儒家文化）或情境因素（如制度环境和社会环境）的角度来解释。数据收集通过问卷调查和访谈。本研究的结果表明，制度背景和社会环境，而不是文化传统，往往决定学生的态度，学习策略和动机的英语。Littlewood（1999）关于东亚传统中学习者自主性形式的10个预测的有效性的启示进行了讨论。
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.