THE ACQUISITION OF MANDARIN IN SINGAPORE SECONDARY SCHOOLS : SOME LEARNER FACTORS

Abstract

This study set out to identify some learner factors that affect Chinese language learning and their relation to the outcome in learning Mandarin as a second language among secondary school students in Singapore. These learner factors were attitude, orientation of motivation, learning strategies, and learners' perceived needs of the language. It was assumed that favorable attitudes towards the Chinese language and culture, and an integrative motivation toward Chinese learning would produce a high level of Chinese language attainment. It was also presumed that more proficient students would use more learning strategies to facilitate learning and that the more needs learners perceived, the better their grasp of the Chinese language would be. Data was gathered through a questionnaire which was administered to a random sample of 450 secondary school students from all levels and all streams in different types of Singapore schools. In addition, each respondent's competence in Chinese (Mandarin in this study) was rated by his or her Chinese language teacher using a five-point scale according to the Singapore secondary school syllabus. Data analysis was done by computer with the help of the SPSS program. The results indicate that secondary school students in Singapore generally speaking are not apparently positive toward the Chinese language and culture. However, the results suggest that a more positive attitude toward the Chinese language and culture will produce a higher level of Chinese language competence. The orientation of motivation toward Chinese learning does not appear to be a determining factor in successful Chinese language learning. More proficient students are found to be using more learning strategies. Additionally, the more learners arc aware of the need to use the Chinese language at present, during tertiary education and in work situations, the better their level of proficiency is likely to prove to be.