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Journal of Education, Humanities and Sciences, Volume 7 No. 2, 2018: 62–72
Motivation for Learning Chinese as a Foreign Language:
Experiences from DUCE
Emmanuel
Ilonga
Dar es Salaam University College of Education
University of Dar es Salaam
ilonga@ymail.com
Abstract
This study explores the motivation for learning Chinese at the Dar es Salaam
University College of Education (DUCE). The major objective is to find out the
reasons that motivated learners to enroll in the optional Chinese language course.
The data used in the study were gathered through questionnaires and structured
interviews. The presentation of findings reflected four types of motivation:
intrinsic, extrinsic, integrative, and lastly, instrumental motivation. The results
revealed that learners’ motivation for learning Chinese as a foreign language at
DUCE includes personal contentedness, developing a base for further education
abroad, integrating with the Chinese community and learning their culture,
developing a foundation for job opportunities in Chinese companies, and lastly,
developing a base for personal businesses with the Chinese. Therefore, students
are motivated by various reasons that cut across academic, social, and economic
reasons to learn foreign languages.
Keywords:
Chinese
language,
foreign
language,
languages
in
Tanzania,
motivation
1. Introduction
Motivation for learning foreign languages is among the topics that have attracted the
attention of many scholars (Gardner, 1985; Dörnyei, 1994; 1998; Ghenghesh, 2010).
Studies on motivation for learning a foreign language show that learners must be
motivated to be able to communicate in a foreign tongue. Being able to communicate
in a foreign language means that a learner must possess the required grammatical
ability to make appropriate use of a language. Nevertheless, the desire to accomplish a
given goal, to a greater extent, is also determined by the degree of resolution applied
to such a pursuit (Dörnyei, 2014). Learners’ behaviour towards language learning
plays a significant role in the accomplishment of goals. For instance, Gardner (1985:
10) asserts that “motivation is a combination of effort plus desire to achieve a goal
plus favourable attitudes towards the language.” Therefore, a positive attitude
towards foreign language learning usually motivates and facilitates the learning
process.
The conceptualization of motivation can be tackled from a variety of angles. First, it can be
analysed from a psychological standpoint as a personal characteristic to undertake a
particular course of action (Al Ghamdi, 2014: 2-3). It is argued that there should be some
sort of reward or impulse that pushes a person towards success in order for her or him to
succeed in a particular course of action. Motivation has something to do with the mind of
an individual; it starts with a decision from the mind to engage physically in a given
activity.
©
Dar
es Salaam
University College
of Education
(DUCE),
2018
Emmanuel
Ilonga
63
Motivation begins within a person. In this case, a foreign language learner may
decide to study a language for personal satisfaction, regardless of any kind of
tangible reward. This kind of motivation is referred to as intrinsic motivation
(Gilakjani et al., 2012; Dörnyei, 1994; Mahadi & Jafari, 2012). Motivation to
undertake a given course of action might also come from outside of an individual;
this is known as extrinsic motivation. In this case, an individual decides to engage in
a particular activity because there are rewards at the end of the activity. The
expected benefits might include passing exams, financial gains, and so on
(Anjomshoa & Sadighi, 2015; Winke, 2005).
Alternatively, an individual might be motivated to learn a foreign language to
integrate with a foreign community—i.e., to assimilate to the culture of a foreign
group. This is known as integrative motivation. Language learning in this instance
goes hand in hand with absorbing foreign culture (Dörnyei, 1994). Equally, career
development, academic excellence, and other tangible benefits could motivate
someone to act upon something, in this case, learning a foreign language. This is
referred to as instrumental motivation: a person enrolls in a foreign language
programme for the achievement of tangible benefits (Root, 1999). Being motivated
is said to facilitate a learner’s success in second or foreign language learning.
Motivation might originate from the learner himself or herself, from his or her
surroundings, and from peers. It can also come from the will to integrate into a
foreign community, and it can be associated with the need to study abroad or seize
job opportunities. It could also be triggered by a combination of more than one of
the above factors.
The Chinese language programme was launched at the University of Dar es Salaam (UDSM) in
2013 by the Confucius Institute. The purpose was to introduce and offer Chinese language
courses and Chinese cultural lessons. In 2015, the programme was launched at the Dar es
Salaam University College of Education (DUCE), a constituent college of the University of Dar
es Salaam. Since its introduction at the college, the number of students opting for Chinese
language courses has been increasing. 1 In the academic years 2015/2016, 2016/2017, and
2017/2018, the number of students registering for the course at the DUCE was 29 (20 males
and 9 females), 30 (22 males and 8 females), and 63 (50 males and 13 females), respectively.
Following the observed rising trend, it was worth researching and documenting a
foreign language learning motivation study based on the Tanzanian context so as to
account for the factors that motivate students to undertake the course. The current
study sought to explore the motivation for the annual increase in learners of Chinese
since the course was introduced. Specifically, the study aimed to find out:
• Motivation factors behind learners’ enrolment in the Chinese language
programme; and
• How such motivation factors reflect the intrinsic, extrinsic, integrative, and
instrumental types of motivation.
1The data was retrieved from the Academic Registration Information System (ARIS) of the University of Dar es
Salaam (UDSM) in February 2018.
Emmanuel
Ilonga
64
2.
Literature
Review
2.1
The
Language
Profile
of
Tanzania
The language profile of Tanzania could be divided into four roles: the roles of
Kiswahili, English, ethnic community languages (ECLs) and foreign languages. During
the Germany colonial rule, Kiswahili was used in official settings. It was also used as a
language of instruction in schools, and German was taught as a subject. After
independence, Kiswahili has been used as the language of instruction (LoI) in public
primary schools, and taught as a subject in secondary and post-secondary levels of
education (Tibategeza, 2010). Currently, Kiswahili is the most widely spoken language
in Tanzania. It functions as a lingua franca of more than 150 languages spoken in the
country. Despite being a national language and a lingua franca, Kiswahili is pre-
dominantly used in urban areas (Rubagumya, 1991).
After the First World War (WWI), the British took control of Tanganyika (currently
Mainland Tanzania), and English was adopted as the official language of the colony,
and it was also taught in schools as a subject. After independence in 1961, English was
carried over as the official language, alongside Kiswahili (Petzell, 2012). The cultural
policy of Tanzania states that English “shall be a compulsory subject in pre-primary,
primary, and secondary levels and shall be encouraged in higher education” (URT,
1997: 3; Swilla, 2009). Currently, English is the language of the High Court, the
language of instruction (LoI) in secondary schools and tertiary education, as well as a
medium of communication in international trade. However, it is rarely used in the
public domain for casual conversations.
Batibo (2005: 54) regards ethnic community languages (ECLs) as 'minority
languages’. According to him, these languages are less documented and are not official.
The cultural policy of Tanzania (URT 1997: 1-2) recognizes ethnic community
languages by stating that “our people shall continue to use and feel proud of their
vernacular languages... [and] the writing of vernacular language dictionaries and
grammar books shall be encouraged.” Recent literature indicates that there are about
150 ethnic community languages in Tanzania (LoT, 2009). These languages are mainly
spoken in homes; they are not used in official settings. ECLs are informally used in
primary schools, especially for Grade I pupils whose Kiswahili competence and
familiarity are still weak (Rubagumya, 1991). Petzell (2012: 138) claims that ethnic
community languages are “not at all heard” in urban settings. In rural areas, ethnic
community languages are mostly used.
Moeller and Catalano (2015: 327) argue that “a language is considered foreign if it is
learned largely in the classroom and not spoken in the society where the teaching
occurs.” A foreign language can also be defined as a “language which is not the native
language of a large number of people in a particular country or region; it is not used as
a medium of instruction in schools and not used as a medium of communication in
government, media, and so forth” (Msuya, 2013: 94–95). The cultural policy of
Tanzania (URT, 1997:3) stipulates the teaching of foreign languages in Tanzania. It
asserts that “the teaching of other foreign languages such as French, Portuguese, and
Russian shall be encouraged.” In this regard, Chinese is neither an official language nor
an international language. It is not used in Tanzania in everyday activities; hence, it is
considered a foreign language.
Emmanuel
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2.2
Related
Studies
As mentioned earlier, the importance of motivation in undertaking various learning
activities is among the aspects that have captured the attention of researchers. Al
Othman and Shuqair (2013) investigated the extent to which motivation inspires
individuals to learn a second or foreign language. In studying the role of motivation
in learning English in the Gulf City States by collecting data from secondary sources,
they found out that motivation smooths the process of learning a new language.
They concluded that “motivation is one of the most essential aspects in determining
success in learning the English language” (ibid., 128).
However, motivation does not lack challenges. Studies on motivation reveal that there
are issues that, in one way or another, affect motivation. Ghenghesh (2010: 132)
conducted a study aimed at investigating factors that promote and affect students’
motivation to learn a foreign language. Also, the study aimed to look into how to
promote students’ foreign language learning motivation. In the case of factors affecting
language learning motivation, the study found that age was one of the factors. The
findings revealed that students from lower classes (grades 6, 7, and 8) were very
motivated to learn English, but students from higher grades (grades 9 and 10) had a low
level of motivation. The study concluded that motivation falls as age increases and that
language teachers are an important component in supporting and motivating students in
second or foreign language learning.
Juriševič and Pižorn (2012: 192) investigated students’ foreign language learning in
Slovenia. The study involved 591 students from different foreign language classes,
including English, German, Italian, and Spanish. The focus was to grasp learners’
concerns about the languages they studied. Due to the higher number of
respondents, the researchers employed a questionnaire method for data collection.
The findings revealed that students recognize the significance of studying foreign
languages with respect to their future: that students “perceive foreign language
proficiency as a contribution to their own cognitive, social, and emotional
development.”
Furthermore, a study by Akçay et al. (2015) set out to investigate the reasons that motivated
Turkish learners to enroll in an English language class and how the learners are motivated to
study English as a foreign language. Specifically, the study paid attention to 20 young learners
aged between 11 and 12 years. The findings revealed that 53.57% of the reasons given
reflected the extrinsic type of motivation, while 46.43% reflected intrinsic motivation. Living
in a foreign country, integrating with foreigners, improving grades, and being able to enjoy
different types of entertainment provided in English were some of the reasons mentioned to
motivate the Turkish students to learn English as a foreign language.
3
Methodology
3.1
Research
Design
and
Approach
The current study adopted an experience survey design in an attempt to establish
the connection between “variables and new ideas relating to the research problem”
(Kothari, 2004: 36). Practically, the design aimed to include participants with
experience in the subject to provide insight about factors that motivated them to
Emmanuel
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study Chinese at the DUCE. On the other hand, the study adopted a qualitative
approach, with the purpose of uncovering and accounting for certain human
behaviour (Kothari, 2004). The latter approach collects non-numerical data and
employs the interview method. It offers the best way to gather the required
information. The approach also allows research participants to freely discuss
and offer their comments on the subject matter.
3.2
Research
Participants
and
Research
Site
This study involved 20 students who study Chinese at DUCE. Fifteen (15) students
filled out questionnaires, and five separate students were interviewed. All respondents
were pursuing bachelor degree studies and were studying Chinese as an optional
course. The respondents filled out the questionnaire forms in October 2017, and the
interviews were conducted in February 2018.
3.3
Data
Type
and
Data
Collection
Tools
Basically, the study used qualitative data that included interview transcripts from
audio recordings and questionnaires. The study applied two instruments for data
collection: questionnaires and structured interviews. The questionnaire items were
sampled from Msuya (2013) and modified to correspond to the needs of the study.
The questionnaire method was selected for this particular study as it was thought to
be useful in terms of cost and time (Kothari, 2004). The questionnaire included 12
motivational reasons, and the respondents had to tick the ones that matched their
motivations. Interviews were carried out to supplement the information from the
questionnaires. In interviews, a voice recorder was used to collect data. The
researcher arranged meetings with five Chinese language students for the
interviews at separate times.
3.4
Data
Analysis
The study of the data collected through questionnaires was coded and analyzed
through a Microsoft Excel sheet to establish the number of respondents in relation to
the pre-determined selected choices. The choices in the questionnaire were divided
into four themes: academic, personal, social, and work/business. The data gathered
from the interviews was also transcribed from audio recordings and arranged to fit
into the themes mentioned above. The analysis was also done to reflect the four
types of motivation, namely: intrinsic, extrinsic, integrative, and instrumental.
3.5 Ethical
Consideration
Participants were made aware of the ethical and confidential nature of their
information in both spoken and written forms. In the questionnaire forms,
respondents were informed about the kind of information they were required to
provide, excluding their names and their degree courses, and that the study sought
to investigate aspects that motivate students to undertake a Chinese language
course. They were also allowed to deny their participation in cases of unwillingness
to participate in the research. Interviewees were also informed of their rights and
that the data was going to be used for research purposes only.
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4
Findings
The presentation of the findings starts with the results collected through
questionnaires and supported by results from the interviews. The presentation
reflects the four types of motivation: intrinsic, extrinsic, integrative, and instrumental.
4.1
Intrinsic
Motivation
The study found that 8 respondents indicated that it is fun to learn new languages.
Another factor that motivated the learners was the belief that it improved one’s
intelligence, as 7 respondents reported that they learned Chinese because they
thought that learning a new language improves intelligence. One interviewee said that
he learned Chinese because he wanted to study Chinese philosophy:
I decided to learn Chinese in order to improve my knowledge about oriental philosophies. The
other
reason for me to study Chinese was for the purpose of learning Chinese philosophy. Many
documents are
written in Chinese, so I wanted to learn Chinese in order to access Chinese knowledge
(Interviewee I).
The above findings concur with a study by Akçay et al. (2015) on Turkish learners of
English, who found that 7% of the respondents indicated they enjoyed studying
English, while 16% claimed that knowing English would enable them to enjoy a
variety of entertainments such as songs, games, and movies produced in the English
language. On their part, Moskovsky and Alrabai (2009) found that 88.7% of the
respondents claimed to really enjoy learning English as a foreign language, while
another 84.9% claimed they learned English so as to be able to read fiction in that
language. In general, the findings reveal that one of the reasons that lead individuals
to learn foreign languages is for personal satisfaction and pleasure. As indicated by
Chinese learners at DUCE, such individuals are intrinsically motivated to learn a
language.
4.2
Extrinsic
Motivation
The study found that four students learned Chinese because they were motivated by the
way foreigners—in this case, the Chinese—speak their language. The findings revealed
that a majority of them liked the way the Chinese speak. This reason matched with the
findings collected through the interview, as one interviewee said:
“… I just wanted to know the language because when I was young, I was pleased to hear
the way the Chinese speak” (Interviewee III) (Feb, 2018).
Other 3 respondents claimed that they decided to learn Chinese so as to improve their
scores in the final examinations since the course was included in the examination system
despite it being an optional course. Commenting on this subject, one interviewee said:
“I came to realize that Chinese was incorporated into the College’s grading system and I wanted to use
Chinese to improve my scores. In the first semester, I scored an A, hence I became motivated in one way
or another to continue learning the language” (Interviewee IV) (Feb, 2018).
Two (2) respondents indicated that their parents advised them to learn Chinese as it
would help them in the future:
“At first I was discouraged by peers to learn Chinese. When I returned home for a short leave, I told my
parents about the course and that I thought the course was difficult. But my father was very optimistic;
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he asked why hadn’t I registered. He then advised me to register for the course when I return to the
College” (Interviewee V) (Feb, 2018).
From the data collected through questionnaires, one respondent indicated that his
employer advised him to learn Chinese. However, during interviews with a separate
group, none of the interviewees said anything about being advised by their employers to
undertake the course. It could be justified that all interviewees were fresh from school.
In a similar study on Korean learners of Kiswahili at the Hankuk University of Foreign
Studies (HUFS), Msuya (2013) reported that one respondent had said that his
superiors had directed him to learn Kiswahili as a foreign language. Another study by
Juriševič and Karmen Pižorn (2012) showed that 11% of the respondents claimed
they learned foreign languages to satisfy the wishes of their parents. On the other
hand, 15% of the respondents from the study by Akçay et al. (2015) claimed that the
purpose of learning a foreign language was to score better grades in exams, as
explained thusly by one interviewee:
English is important at school. It is important to have a better grade in the exams. Learning
English made me happy when I had a high grade… so I should study and learn English more
(Akçay et al., 2015: 62).
Thus, learners’ motivation to learn a foreign language may also come from their
surroundings. These include parents, friends, teachers, and others. Ghenghesh (2010)
showed this in the case of Egyptian learners of English as a foreign language. Here,
learners indicated that they continued learning the language because their teachers
played their part by making the classes interesting. The teachers also play a
motivational role; they advise on a good path that learners should take to succeed in
life.
4.2
Integrative
Motivation
The study found that some learners wanted to communicate with Chinese speakers and
assimilate themselves into the Chinese culture. Some respondents reported that they
wanted to make friends with the Chinese. Eight (8) respondents expected to make
friends from China once they learned the language. Making friends could occur in two
ways: (i) they can forge friendship with the Chinese here in Tanzania; or (ii) they can
make friends when they travel to China. Apart from friendship, the other 7 respondents
reported that they wanted to be able to speak with foreigners in a foreign language
(Chinese). Commenting on the above choices, two interviewees had the following to
say:
“Another reason is I wanted to visit China… (Laugh)…someday maybe. I could get a sponsor
and visit
China,
hence knowing
Chinese
would
simplify
my
interaction
with
the Chinese”
(Interviewee
I)
(Feb,
2018).
“I can marry another person who knows the language, probably a Chinese….. (laugh)
yeah, we can develop a relationship” (Interviewee II) (Feb, 2018).
On the other hand, six respondents indicated that they learn Chinese to learn the
Chinese culture as well. Results from the interview also show that Chinese language
learners decided to learn the language and the culture, as one interviewee
commented:
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Ilonga
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“I
decided
to learn
Chinese in
order
to
know
Chinese
culture”
(Interviewee
IV) (Feb,
2018).
Similar findings were observed in Msuya’s study (2013), in which 5 respondents asserted that
they decided to learn Kiswahili as a foreign language because they were interested in African
art and culture. A respondent in Akçay et al. (2015: 62) provided the following comment:
My father is a tour agent and he knows English well. He always contacts with people (in)
English even if they are from France, China or Spain. This shows that English brings people
from different countries together. So, I want to learn English.
The findings by Moskovsky and Alrabai (2009) also show that learners engage in
foreign language classes so as to be able to communicate with foreign groups. All 55
respondents (100%) indicated that they learned English as a foreign language to
communicate with other people when they travel abroad. About 58.5% of the
respondents in the same study claimed that they learnt English because they wanted
to go and live in America, Australia, Britain, or another English-speaking country. In
Akçay et al. (2015), about 11% of the respondents learned a foreign language with the
hope of living abroad in the future, while 22% asserted that they would like to be able
to talk to foreigners or tourists. All in all, foreign language learners expect that after
the completion of the course they will be able to travel to foreign countries,
communicate, learn about new cultures, and assimilate themselves into foreign
groups.
4.3
Instrumental
Motivation
Moreover, the findings showed that some students learn Chinese because they wish
to study or undertake studies in China, while others would like to become Chinese-
Swahili translators or interpreters. Ten (10) respondents showed that they learn the
Chinese language with the expectation that someday they will go and study or work
in China. The case of work is also associated with conducting business or trade with
the Chinese. Eight (8) other respondents said they would like to become translators
or interpreters of Chinese and Kiswahili. The comments by the different
interviewees were as follows:
“…. by knowing Chinese, it can help me open up my own business of importing goods
from China”
(Interviewee
I)
(Feb,
2018).
…………………
“I want to become an interpreter and a translator of the Chinese language. The Chinese
economy is
turning its attention to Africa, thus businesspersons from China and Chinese
companies are coming to
invest in Africa. Knowing their language would help me in such
activities”
(Interviewee II) (Feb, 2018)
…………………
“There is a dubbing competition for Chinese–Swahili movies. If you know how to speak and
write Chinese,
you get priority. The StarTimes company takes few individuals yearly to China
to dub Kiswahili movies
into Chinese movies, this was also the motivation”
(Interviewee III) (Feb, 2018).
…………………
“Chinese is about to be introduced in public schools in Tanzania. Maybe, I would become a
Chinese teacher in the near future” (Interviewee III) (Feb, 2018).
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70
…………………
“If I get a scholarship from China, it would be easy for me to pursue further studies
in China”
(Interviewee
IV)
(Feb,
2018).
Similar findings grounded on instrumental motivation have been observed in Akçay et al.
(2015), whose study showed that about 11% of their respondents claim they learn
English to be able to get a better job or earn more money. This expectation could be
associated with the presupposition that if an individual is capable of using English in
addition to their native language, then they improve their chances of accessing better
employment and higher pay. In the study by Moskovsky and Alrabai (2009), the
respondents were highly motivated by more earnings after completion of their course.
About 84.9% claimed that they learn English because it would enable them get a highly-
paying job. In Msuya’s study (2013), 6 Koreans indicated that they learn Kiswahili
because they are interested in working in East Africa. Therefore, studies and
employment opportunities motivate individuals to enroll into foreign language
classes.
5
Discussion
Foreign language learning is partly an attribute of personal contentment. As we have
seen from the foregoing, personal contentment appears to drive some candidates at the
DUCE to learn the Chinese language. Findings from this and other similar studies show
that students learn foreign languages for fun. Personal satisfaction also includes
intelligence, as other respondents believe that learning a foreign language helps a person
improve mentally. Being able to play games and read various written materials further
accounts for students’s enrolment in foreign language learning classes. Apart from that,
peer pressure—especially from parents, other family members, and friends—could also
account for one learning a foreign language.
With regard to academic factors, students tend to subscribe to various foreign language
courses for the purpose of improving academically. The improvement could be in two
scenarios. First, a student enrolls in a foreign language course, hoping that a good
performance in that course will help improve academic grades in other courses and
eventually improve academic achievement. Second, other students subscribe to foreign
language classes to lay the foundations for studying abroad through securing
scholarships or otherwise. Findings from the current and other similar studies concur
that some students engage in foreign language classes to build a foundation for studying
abroad.
Further, integration with a foreign group and their culture appears to motivate
students to engage in foreign language learning courses. As findings from the other
studies show, on the one hand, some people learn a foreign language to simplify
integration with foreigners when they visit foreign countries. That would include
learning the foreign language and, partly, the foreign culture. On the other hand, they
learn a foreign language and culture in order to easily integrate with foreign
communities once they pay a visit to a foreign country, be it for vacation, study
purposes, or as migrants. Other individuals learn a foreign language since it is a
requirement for obtaining a travel visa. In that manner, integration with a foreign
community could account for one’s involvement in foreign language courses.
Emmanuel
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71
As students expect to explore various opportunities for business and work purposes,
employment and business opportunities seem to motivate them to learn foreign
languages. The current and other similar studies have revealed that learners engage
in foreign language programmes so as to seize work opportunities that are related to
the language of study. Some students learn a foreign language so as to become
teachers, translators, or interpreters. Other learners would wish to conduct business
with foreign communities; hence, knowing their language will be helpful.
6
Conclusion
It is apparent from the foregoing that Chinese language learners at the DUCE decided
to learn the language with the expectation that after completion of the course they
would be able to secure better-paying jobs, whether within their residing countries
when foreign companies open up offices or abroad. Others take the course to prepare
for a better future for themselves, including enabling them to pursue further studies
abroad. Another reason that motivates them to learn a foreign language is personal
satisfaction, including being able to watch foreign movies, read books written in
foreign languages, etc. Other reasons include wanting to be able to integrate with
foreign communities and their cultures, live in foreign countries, do business with
foreign countries, etc.
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