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

Allan Rey S. Villaverde; Rochelle Irene G. Lucas

doi:doi:10.11648/j.ijll.20160403.14

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

Allan Rey S. Villaverde, Rochelle Irene G. Lucas

Published in International Journal of Language and Linguistics (Volume 4, Issue 3)

Received: 4 February 2016 Accepted: 4 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.

Published in	International Journal of Language and Linguistics (Volume 4, Issue 3)
DOI	10.11648/j.ijll.20160403.14
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), 2016. Published by Science Publishing Group

Keywords

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

References

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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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ACS 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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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://article.sciencepublishinggroup.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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TY  - JOUR
T1  - Second Language Learning and Intrinsic Motivation of Multilingual Chinese Learners in the Philippines
AU  - Allan Rey S. Villaverde
AU  - Rochelle Irene G. Lucas
Y1  - 2016/05/17
PY  - 2016
N1  - https://doi.org/10.11648/j.ijll.20160403.14
DO  - 10.11648/j.ijll.20160403.14
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 114
EP  - 121
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20160403.14
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.
VL  - 4
IS  - 3
ER  -

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Author Information

Allan Rey S. Villaverde

Department of English and Applied Linguistics, De La Salle University, Manila, Philippines
Rochelle Irene G. Lucas

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

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Plain Text BibTeX RIS

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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ACS 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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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

Copy | Download

@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://article.sciencepublishinggroup.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}
}

Copy | Download

TY  - JOUR
T1  - Second Language Learning and Intrinsic Motivation of Multilingual Chinese Learners in the Philippines
AU  - Allan Rey S. Villaverde
AU  - Rochelle Irene G. Lucas
Y1  - 2016/05/17
PY  - 2016
N1  - https://doi.org/10.11648/j.ijll.20160403.14
DO  - 10.11648/j.ijll.20160403.14
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 114
EP  - 121
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20160403.14
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.
VL  - 4
IS  - 3
ER  -

Copy | Download