Willingness to communicate in English among Chinese postgraduate business majors in Australia : a longitudinal study /
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(Published version)
Date
2020
Authors
Zhang, Jinfeng
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thesis
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Abstract
Great importance has been attached to English education in mainland China especially after the statement of the Ministry of Education in 1998. Chinese students, particularly postgraduate students, spend a long time to study English and even choose to study in English-speaking countries to improve their language competence. However, facts demonstrate that they still do not have much willingness to communicate (WTC) in English either in China or in English-speaking countries. Their English is not as much improved as expected even after many years of settlement in English-speaking countries. A broad consensus exists in the literature about the factors influencing L2 WTC in English. However, most such studies take place in western contexts with little consideration of the Chinese-specific culture of the largest number of international students in western universities. To address Chinese international student's rapid integration into the local community and practical English acquisition in English-speaking countries, this study has employed a mixed methods approach with 48 participants completing a questionnaire and five participants completing a qualitative study spanning six months. This study investigates the combination of factors influencing the changes in WTC in English among Chinese international postgraduate students in an Australian university, both chronologically and longitudinally in various contexts.
School/Discipline
University of South Australia. UniSA Education Futures.
UniSA Education Futures
UniSA Education Futures
Dissertation Note
Thesis (PhD(Education)Curriculum, Education Studies)(DUCIER))--University of South Australia, 2020.
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Copyright 2020 Jinfeng Zhang.
Description
1 ethesis (xvii, 266, xix pages) :
illustrations (colour)
Includes bibliographical references (pages 247- 265)
illustrations (colour)
Includes bibliographical references (pages 247- 265)
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