International Journal of Language and Linguistics

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Second Language Learning and Intrinsic Motivation of Multilingual Chinese Learners in the Philippines

Received: 04 February 2016    Accepted: 04 May 2016    Published: 17 May 2016
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Abstract

The study focused on the intrinsic motivation factors that may identify what specific L2 communicative skill multilingual Chinese students are more motivated to learn and examined what variables (i.e. age, gender, and language proficiency) may relate to their motivation given their exposure to several languages such as Filipino, Chinese and English. 180 high school sophomore and senior students from a Chinese school in Manila were asked to complete a 48 – item IM questionnaire. The findings suggest that students are intrinsically motivated in learning and using the L2 communicative skills of reading and speaking under IM subtypes of Accomplishment and Knowledge. Moreover, age and gender are found to have moderate relationship to IM, whereas language proficiency seems to show otherwise. It can be noted that learners’ intrinsic motivation stem from their early L2 exposure, proliferation of Internet – mediated tasks and western media, curricular activities, and prestige of the L2 being learned.

DOI 10.11648/j.ijll.20160403.14
Published in International Journal of Language and Linguistics (Volume 4, Issue 3, May 2016)
Page(s) 114-121
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Intrinsic Motivation, Second Language Learning, Age, Gender, Language Proficiency

References
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Author Information
  • Department of English and Applied Linguistics, De La Salle University, Manila, Philippines

  • Department of English and Applied Linguistics, De La Salle University, Manila, Philippines

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  • APA Style

    Allan Rey S. Villaverde, Rochelle Irene G. Lucas. (2016). Second Language Learning and Intrinsic Motivation of Multilingual Chinese Learners in the Philippines. International Journal of Language and Linguistics, 4(3), 114-121. https://doi.org/10.11648/j.ijll.20160403.14

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    Allan Rey S. Villaverde; Rochelle Irene G. Lucas. Second Language Learning and Intrinsic Motivation of Multilingual Chinese Learners in the Philippines. Int. J. Lang. Linguist. 2016, 4(3), 114-121. doi: 10.11648/j.ijll.20160403.14

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    AMA Style

    Allan Rey S. Villaverde, Rochelle Irene G. Lucas. Second Language Learning and Intrinsic Motivation of Multilingual Chinese Learners in the Philippines. Int J Lang Linguist. 2016;4(3):114-121. doi: 10.11648/j.ijll.20160403.14

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  • @article{10.11648/j.ijll.20160403.14,
      author = {Allan Rey S. Villaverde and Rochelle Irene G. Lucas},
      title = {Second Language Learning and Intrinsic Motivation of Multilingual Chinese Learners in the Philippines},
      journal = {International Journal of Language and Linguistics},
      volume = {4},
      number = {3},
      pages = {114-121},
      doi = {10.11648/j.ijll.20160403.14},
      url = {https://doi.org/10.11648/j.ijll.20160403.14},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijll.20160403.14},
      abstract = {The study focused on the intrinsic motivation factors that may identify what specific L2 communicative skill multilingual Chinese students are more motivated to learn and examined what variables (i.e. age, gender, and language proficiency) may relate to their motivation given their exposure to several languages such as Filipino, Chinese and English. 180 high school sophomore and senior students from a Chinese school in Manila were asked to complete a 48 – item IM questionnaire. The findings suggest that students are intrinsically motivated in learning and using the L2 communicative skills of reading and speaking under IM subtypes of Accomplishment and Knowledge. Moreover, age and gender are found to have moderate relationship to IM, whereas language proficiency seems to show otherwise. It can be noted that learners’ intrinsic motivation stem from their early L2 exposure, proliferation of Internet – mediated tasks and western media, curricular activities, and prestige of the L2 being learned.},
     year = {2016}
    }
    

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    T1  - Second Language Learning and Intrinsic Motivation of Multilingual Chinese Learners in the Philippines
    AU  - Allan Rey S. Villaverde
    AU  - Rochelle Irene G. Lucas
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    AB  - The study focused on the intrinsic motivation factors that may identify what specific L2 communicative skill multilingual Chinese students are more motivated to learn and examined what variables (i.e. age, gender, and language proficiency) may relate to their motivation given their exposure to several languages such as Filipino, Chinese and English. 180 high school sophomore and senior students from a Chinese school in Manila were asked to complete a 48 – item IM questionnaire. The findings suggest that students are intrinsically motivated in learning and using the L2 communicative skills of reading and speaking under IM subtypes of Accomplishment and Knowledge. Moreover, age and gender are found to have moderate relationship to IM, whereas language proficiency seems to show otherwise. It can be noted that learners’ intrinsic motivation stem from their early L2 exposure, proliferation of Internet – mediated tasks and western media, curricular activities, and prestige of the L2 being learned.
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