THE FACTORS AFFECTING WILLINGNESS TO COMMUNICATE IN CHINESE LANGUAGE - A CASE STUDY OF NORTHEAST NORMAL UNIVERSITY INTERNATIONAL STUDENTS

Jacob Leopard Mwalongo

Abstract


In this era of globalization, people cross country boarders for various purposes some for education, business, work, tourism, or for living. In meeting such purposes, people have to use language for communication; this has necessitated different countries to introduce foreign language studies in their education system at various levels. In China, Chinese language is a national language for the People’s Republic of China. Currently students from different countries go to china to pursue various studies and they have to learn Chinese. The study examines the factors that affecting willingness to communicate in Chines Language among the International students. The study ought to explore the factors affecting willingness to communicate in Chinese based on gender, program taught, number of courses they have, years living in China, and number of Chinese friends they have. The study used Pearson correlation, Independent T-Test and One way ANOVA, to find out the correlation between these dependent factors and independent factors. Ultimately, the study found a significant relationship between willingness to communicate in Chinese and language programme taught number of Chinese courses, courses learnt, and the time of living in China. 

 

Article visualizations:

Hit counter


Keywords


Chinese language, willingness to communicate, International students

References


Aida, Y. (1994). Examination of Horwitz, Horwitz, & Cope’s construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78, 155–168.

Alemi, M., Tajeddin, Z., & Mesbah, Z. (2013) Willingness to Communicate in L2 English: Impact of Learner Variables. Journal of Applied Linguistic, 4(1), 42-61.

Baran-Lucarz, M. (2014). The link between pronunciation anxiety and willingness to communicate in the Foreign Language classroom: The Polish EFL Context: University of Toronto Press.DOI.10.1353/cml.2014.0032

Burgaei, P. & Dourakhshan, A. (2012). The relationship between willingness to communicate and success in learning English as a foreign language, MJAL 4 (2). Pp. 53-67 Cambridge International Dictionary of English (1995). Cambridge Advanced Learner Dictionary. Cambridge University Press

Carter, R. & Nunan, D. (Eds). (2001). Cambridge guide to teaching English to speakers of other Languages. Cambridge, Cambridge University

Casado, M. A. and Dereshiswsky M (2004), Effects of educational strategies on anxiety in the second language. College Student Journal 38(1).23-35[15]

Clement, R. (1980). Ethnicity, contact, and communicative competence in a second language. In H. Giles, W. P. Robinson, & P. M. Smith (Eds.) Language: Social psychological perspectives (pp. 147–154). Elmsford, NY: Pergamon

Elaldı (2016). Elaldı, S. (2016). Foreign language anxiety of students studying English Language and Literature: A Sample from Turkey. Academic Journals, 11(6), 219-228.

Horwitz, E. K. (1986), Foreign language classroom anxiety. Modern language Journal 70:125-132.

Krashen S. D. (1982) Principles and practice in second language acquisition, California, Pergaman press.

Luo H. (2013), Chinese language learning anxiety and its associated factors. Journal of the Chinese Language Teachers Association, 48:2,pp1-25

Maghway, J. B. (1996). Linguistics and the study of language. Dar Es Salaam: Open University of Tanzania

Maclntyre, P. D. (1998). Language anxiety, a review of the research for language. In D. J. Young, (Ed), Affect in foreign language and second language learning: MCGraw-Hill pp.24-45

MacIntyre, P., Baker, S. C., Clement, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52, 537-564.

Moazzam, I. (2014). A comparison of Willingness to Communicate (WTC) between Iranian EFL and EAP learners. International Journal of Research Studies in Language Learning, 3 (7); 57-72.

McCroskey J. C. & Richmond, V. P. (1987). Willingness to communicate and interpersonal communication. In. J. C. McCroskey and J. C. Daly (Eds) personality and interpersonality communication. (129-156). Beverly Hills, CA: SAGE.

Pappamihiel, N. E, (2002).English as a second language students and English anxiety: Issues in the main stream classroom. Proquest Education Journal 36(3) 327-355.

Riasati, M. J. (2011).Language learning anxiety from EFL. Learners’ perspective: Middle- East Journal of Scientific Research, 7(6) 907-914.

Shan X, (2010). A brief study on language anxiety among learners at different learning stages Journal of Cambridge studies

Shahraki, N.R. & Seyedrezaei, S.H. (2015). The Relationship between EFL Learners’ Language Anxiety and their Willingness to Communicate. Journal of Language Sciences & Linguistics, 3 (5), 96-101.

Young, D. J. (1991), Creating a low-anxiety classroom environment: what does language anxiety research suggest? The modern language journal, 75:426-439

Wang, T. (2010). Speaking Anxiety: More of a Function of Personality than Language Achievement. Chinese Journal of Applied Linguistics, 33 (5), 95-109.

www.jledu.gov.cn 2016 retrieved on June 2016.

Zhou, M. (2004). Language policy in the people’s republic of China, theory and Practice since 1949; Kluwer Academic Publishers.


Refbacks

  • There are currently no refbacks.


Copyright © 2015. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).