Motivations For Chinese Language Learning In Australian Secondary Schools

In 2015,as one of the six most taught languages in Australian schools,Chinese had an estimated number of 172,878 learners.Unfortunately,according to a report by Professor Jane Orton at the University of Melbourne,by year 12 only 4,149 were still studying Chinese and of those,only an estimated 400 were not of Chinese background.The high attrition rate of school learners of Chinese in senior years(year 10-12)has been a concern for Australia over a decade.Many scholars and researchers have endeavored to find out potential causes from a variety of perspectives.However,the din of competing academic voices has silenced those of students who have continued Chinese learning in senior years in Australian schools.Although they are in the minority in terms of numbers,their Chinese learning motivations and experience can shed light on Chinese language education in Australia.From the perspective of second language motivation,this study endeavors to uncover the motivational profiles of Chinese continue-rs in senior years in Australian schools.Adopting the three-level model of motivation by Giuseppe D’ Orazzi as theoretical framework,this study conducted semi-structured interviews with 13 school learners of Chinese in New South Wales from year 10-12.Data collected by semi-structured interviews were analyzed through thematic content analysis approach.This study found that motivations for Chinese language learning are multifaceted,diverse and dynamic.Firstly,analysis of the data indicated that for non-heritage learners group,the initial reasons for choosing to learn Chinese were attributable to both psychological and sociocultural motivational dynamics at micro and macro levels,while for heritage learners group,they were mainly motivated by heritage language related motivators and cultural identity related incentives within the macro level.Secondly,analysis of the data validated that Australian school learners sustained Chinese learning in to senior years because of an intersection of psychological dynamics at the micro level,dynamics of learning experience at the meso level and social-contextual variables at the macro level,indicating that ongoing language learning necessitates additional motivational elements.At the micro-psychological level,most of them enjoyed learning Chinese,loved Chinese culture and received positive feedback on their learning outcomes.At the meso level,their motivation to learn Chinese was further enhanced by excellent Chinese teachers,interesting course content,a friendly classroom atmosphere and various types of support from the school.At the macro level,they were further prompted to pursue Chinese learning due to a series of dynamics of the social environment,such as the dividends of Chinese as a skill for future employment and life,the support and encouragement of parents and friends,the positive influence of the Chinese community in Australia and Chinese cultural products overseas.Lastly,this study found that committed efforts and learning strategies derived from those Chinese continue-rs with high level of motivations also helped them sustain Chinese learning into senior years.The findings of this study are of great importance for teachers,schools,Chinese professionals and policy makers in Australia who should pay attention to diverse motivations for commencing and continuing Chinese learning of Australian school learners and then work together to keep learners motivated along their learning journeys.