Interpreting Chinese Students' Motives in a Weekly English Discussion Group: A Case Study

doi:10.65961/AJELT-2006-1-007

PDF(43 KB)

Asian Journal of English Language Teaching ›› 2006, Vol. 16 ›› Issue (1) : 129-144. DOI: 10.65961/AJELT-2006-1-007

Reports

Interpreting Chinese Students' Motives in a Weekly English Discussion Group: A Case Study

Andy Xuesong GAO

Author information +

History +

Abstract

This paper explores the motives of two Chinese research students who joined a regular English discussion organized by Mainland Chinese students on a university campus in Hong Kong. I analyze the two learners' shifting motivations for learning English before they came to Hong Kong and complex motives in attending the event. Although the research reveals that both participants considered learning English as a means to expand their career opportunities, the data also indicate that the weekly discussion is equally important in satisfying the learners' needs for socialization, meaning-making, and life alternatives in addition to providing a learning site for them to practice oral English. The paper ends with a tentative conclusion that such discussion groups give a sense of ownership of the English language to participants, which can be utilized in organizing pedagogic activities of similar nature.

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

Andy Xuesong GAO. (2006). Interpreting Chinese Students' Motives in a Weekly English Discussion Group: A Case Study.Asian Journal of English Language Teaching , 16(1): 129-144. https://doi.org/10.65961/AJELT-2006-1-007

References

Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow: Longman.
Colley, H., & Diment, K. (2001, December). Holistic research for holistic practice: Making sense of qualitative research data. A paper submitted for the Learning and Skills Research Network Annual Conference 2001, Cambridge, UK.
Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learning strategies: The role of mediation.Modern Language Journal, 78, 453-464.
Dornyei, Z. (2005). Individual differences in second language acquisition. A paper presented at AAAL/AILA Conference 2005, Madison, Wisconsin.
Ellis, R. (1994). Study of second language acquisition. Oxford: Oxford University Press.
Gao, X. (2003). Changes in Chinese students' learner strategy use after arrival in the UK: A qualitative enquiry. In D. Palfreyman & R. C. Smith (Eds.) Learner autonomy across cultures: Language education perspectives (pp. 41-57). Basingstoke: Palgrave MacMillan.
Gao, X. (2004). A critical review of questionnaire use in learner strategy research.Prospect: An Australian Journal of TESOL, 19(3), 3-14.
Gao, X. (2006). Understanding changes in Chinese students' uses of learning strategies in China and Britain: A socio-cultural re-interpretation.System, 34(1).
Gao Y., Li Y., & Li W. (2002). EFL learning and self-identity construction: Three cases of Chinese college English majors.Asian Journal of English Language Teaching, 12, 95-119.
Gao Y., Zhao Y., Cheng Y., & Zhou Y. (2004). Motivation types of Chinese university undergraduates.Asian Journal of English Language Teaching, 14, 45-64.
Gao Y., Cheng Y., Zhao Y., & Zhou Y. (2005). Self-identity changes and English learning among Chinese undergraduates.World Englishes, 24, 39-51.
Gu, Y. (2003). Fine brush and freehand: the vocabulary-learning art of two successful Chinese EFL learners.TESOL Quarterly, 37(1), 73-104.
He, A. (2002). Learning English in different linguistic and socio-cultural contexts.Hong Kong Journal of Applied Linguistics, 7(2), 107-121.
Huang, J. (1998). English corner and EFL extracurricular writing.Forum, 36(2), 29-31.
Jiang, Y. (2003) English as a Chinese language.English Today, 74/19(2), 3-8.
Lamb, M. (2004). Integrative motivation in a globalizing world.System, 32(1), 3-19.
Lam, A. (2002). Language policy and learning experience in China: Six case histories.Hong Kong Journal of Applied Linguistics, 7(2), 57-72.
Martyn, E., & Voller, P. (1995). Self-access and learner independence in East Asia. Independence, The Newsletter of the IATEFL Learner Independence Special Interest Group, Number 12, 2-3.
McDonough, S. H. (1999). Learner strategies.Language Teaching, 32(1), 1-18.
Norton Peirce, B. (1995). Social identity, investment, and language learning.TESOL Quarterly, 29 (1), 9-31.
Norton, B. (1997). Language, identity, and the ownership of English.TESOL Quarterly, 31(3), 409-429.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Longman/Pearson Education Norton, B., & Toohey, K.(2001). Changing perspectives on good language learners. TESOL Quarterly, 35, 307-321.
Oxford, R. L. (1996). Why is culture important for language learning strategies? In R. L. Oxford (Ed.), Language learning strategies around the world: Crosscultural perspectives (Technical Report No. 13) (preface). Honolulu, HI: University of Hawai'i, Second Language Teaching & Curriculum Center.
Oxford, R. (Ed.) (2003). Towards a more systematic model of L2 learner autonomy. In D. Palfreyman & R. C. Smith (Eds.) Learner autonomy across cultures: Language education perspectives (pp. 75-92). Basingstoke: Palgrave Macmillan.
Oxford R. L., Lavine R. Z., & Felkins G. (1996). Telling their stories: Language students use diaries and recollection. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (Technical Report No. 13) (pp. 19-34). Honolulu, HI: University of Hawai'i, Second Language Teaching & Curriculum Center.
Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students.Modern Language Journal, 73, 291-300.
Palfreyman, D. (2003). Expanding the discourse on learner development: A reply to Anita Wenden.Applied Linguistics, 24(2), 243-248.
Pang J., Zhou X., & Fu Z. (2002). English for international trade: China enters the WTO.World Englishes, 21(2), 201-216.
Phillion, J., & Connelly, F. M. (2004). Narrative diversity, and teacher education.Teaching and Teacher Education, 20, 457-471.
Wenden, A. (1998). Metacognitive knowledge and language learning.Applied Linguistics, 19 (4), 515-537.