Investment in Learning Chinese by International Students Studying Chinese as a Second Language (CSL)

Abstract

This study, drawing on the theoretical model of investment, explores what motivates and encourages international students studying Chinese as a second language (CSL) to invest in their Chinese learning using Q sorting and interview data collected from 15 international undergraduate students studying in mainland China. The results reveal that: (1) CSL students’ incentives for investment are intra-personally and inter-personally diverse and can be divided into three categories (multilingual posture and cultural capital-oriented, economic capital-oriented, and cultural capital and experience-oriented); (2) CSL students’ Chinese learning investment is dynamic, as they aim to enrich their learning and life experiences after studying Chinese for a period of time; (3) CSL students’ investment is apparently driven by multiple perceived benefits, in that utilitarian objectives (e.g., scholarships, employment opportunities, and educational qualifications) are characteristic of CSL students’ investment, but are also interwoven with some non-utilitarian objectives (e.g., enriching one’s experience and making friends). The findings have some implications for CSL education and future studies.

Beliefs & Investment of Undergraduate Students Learning Turkish as a Foreign Language

“…They believed this identity is unique and it would be beneficial in the future for education, job, and tourism purposes. Lu et al (2022) also share similar findings about multilingual identity that the participants were motivated by their desire to learn more languages and become multicultural. Chen et al, (2020) also narrated that learners invested to have multilingual identity for multiple purposes for consumption and investment.…”

“…Few of them wanted to join the diplomatic staff and serve as a Translator within or outside Pakistan. Lu et al (2022) uphold a similar view that international students learnt Chinese for employment opportunities. Similarly, Turkish was learnt for socializing for tourism and connectivity purpose as well.…”

“…Similarly, Turkish was learnt for socializing for tourism and connectivity purpose as well. Lu et al (2022) while analyzing the cultural identity identified that Chinese learners hidden aim was to learn about Chinese cultural and for making friends. In the present study, socialization is for tourism, higher education, and cultural assimilation not for being friends.…”

“…As in the words of TLF2, "With Turkish language comes an extra tag, an additional skill, qualification and most important a foreign language that would work perfectly in the professional world". While reporting about Chinese learners investing for foreign languages, Lu et al (2022) said that the investment was foreseen for important business language and acts as a lingua franca. Chen et al (2020), witnessed that learners when learning a foreign language envisioned and considered it as an additional skill for professional job and work in the global market.…”

“…Research on investment and imagined identities have focused on different foreign languages like English, Chinese and Japanese among international students. Lu et al (2022) explored the perspective of investment and identity from international students learning Chinese as a second language (CSL) using Q sorting and interviews from 15 participants. The findings report that the investment patterns are inter-personal and intra-personal (multilingual posture and cultural capital-oriented, economic capital-oriented, and cultural capital and experience-oriented).…”