chinese university students in french universities: perceived beliefs on learning french jennifer...
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Chinese University Students in French Universities: Perceived Beliefs on Learning
French
Chinese University Students in French Universities: Perceived Beliefs on Learning
French
Jennifer LundSLED Symposium
November 1, 2013
• http://www.iie.org/en/Services/Project-Atlas/France
Possible Incentives for Lower Achieving Chinese Students
• Not enough places available in top Chinese universities (France 24)
• 30 percent unemployment rate in China for graduates of Chinese bachelor degree programs (Liu, 2009)
• Foreign diploma enhances CVs – “se faire dorer” (Hu, 2004)
Possible Incentives for High Achieving Chinese Students
• 297 percent increase since 2009 of English-taught masters programs in France with 123 total programs focusing mostly on business and engineering (Institute for International Education, 2012)
• According to Campus France, an organization partnered with the French Embassy in China:– More French-Chinese business and engineering partnerships/scholarships – Obligatory internships provided for all students– Diploma validation in both France and China– Fifth most powerful country doing business in China– Lack of French students at doctoral level in sciences, so more scientific
research opportunities for international students
– Low-tuition costs! (350-400 euros per year on average)
French Instruction in China
• Study of French has tripled in China since 2000, mostly in SE China (Zhang, 2008)
• French taught in 175 universities with 500 native Chinese and 170 native French instructors (Zhang, 2008)
• 11 Alliances Françaises in major cities teaching around 15,000 Chinese students in 2006
• Only seven secondary schools in China offer French (Zhang, 2008)
Theoretical Framework
• Former experience in learning languages and cultural background affects beliefs about language learning (Horwitz, 1987a)
• Internalized beliefs about the L2 are linked with the L2 environment (Yang & Kim, 2011)
• Learning environment affects strategy use (Gao, 2006)
• Views on learner autonomy and teacher role may change as a result of studying abroad (Amuzie & Winke, 2009)
Studies on learner beliefs of Asian and Near East students
Anglophone countries• Australia (Bernat, 2006)• Britain (Gao, 2006)• New Zealand (Skyrme,
2007)• United States (Horwitz,
1987, 1988, 1989; Kuntz, 1996; Oh, 1996)
Non-Anglophone• Taiwan (Yang, 1992)• Korea (Park, 1995; Truitt,
1995)• China (Su, 1995; Wang,
1996)• Turkey (Kunt, 1997)• Lebanon (Diab, 2006)
Data Collection: Nancy, France
Research Questions
1) What beliefs do Chinese students have about learning French before and after arriving in France?
1) Are there any differences in beliefs between Chinese students living less than two years and more than two years in France?
1) What socio-cultural factors (ie. classroom environment, social networks) affect Chinese students’ beliefs about learning French in France?
Participants
• 19 total Chinese natives (9 females, 10 males)• Age 20-49• Four participants were not currently enrolled
as students, but had been university students• Majority (15 students) studied engineering or
computer science at a grande école• 3 months-2 yrs of French study before arriving
in France
Early Group: less than 2 years
Late Group: more than 2 years
Mean SD
Age 34.25 12.45
Months of French Instruction in China
8.00 7.65
Length of Residence in France (years)
10.86 11.36
Instrument
• Anonymous online questionnaire using Qualtrics software
• Bilingual in French and English• Bio-data collected • Learner belief questionnaire modeled after
(Cotterall, 1999; Horwitz; 1988) to determine learners’ perceived beliefs before and after living in France
Variables Measured
• Self-Efficacy: belief in ability to learn– In France, I am confident that I will be able to speak French well.
• Learner Autonomy: individual responsibility to learn the language– In France, I believe that I should find occasions to use French outside the classroom.
• Difficulty of Language Learning: learners’ perceptions of difficulty– When I studied French in China, I believed that French is a difficult language.
• Nature of Language Learning: perceived importance of instruction and teacher’s role in learning– In France, I believe that my success for learning languages depends on what
the teacher does in the classroom.
Analysis
• Independent T tests: to examine between group differences (early & late)
– No significant differences found between any of the four variables.
Analysis
• Paired-sample T test: to find significance between beliefs in China (At Home-AH) vs. beliefs in France (Study Abroad-SA)
– Both early and late stage learners reported stronger beliefs in learner autonomy in the SA context.
Interview Questions
• 1) How did you decide to study in France?• 2) How is learning French in China different from learning
French in France?• 3) What kinds of difficulties have you had with using French in
France?• 4) How did you overcome these difficulties?• 5) What kind of image does France have in China?• 6) Has that image changed for you since arriving in France?• 7) Why do you think so many Chinese students are choosing
to study in France?
Discussion: Learner Autonomy
• Interviews revealed a greater need for independent learning strategies in the SA environment – Watching news programs on TV– Finding Chinese websites to read course material in
Chinese– Memorizing lists of words at home– Difference in teaching style in France– Asking classmates or teacher to clarify info– Studying in English often more comfortable than in French
Discussion
• What kind of image does France have in China?• AH perspective: romantic, high-tech, good quality of life, highly
cultured, slower pace of life• SA perspective:
– Yuya, female, age 20: “I took it for granted that French people are like American people in some way. But now I know to get into French social life need our own efforts.”
– Ran, female, age 23: “The young (French) people are similar to Chinese youth in that they prefer to stay in their own circles. My classmates were curious about me at first, but it has been difficult to integrate into the department not only because I am Chinese, but because there are only two women.”
Discussion
• Why do Chinese students choose to study in France?– Boying, male, age 22: “…the lower cost in education and
precious experiences during the compulsory internship are also quite attractive…”
– Xibo, male, age 23: “In the US and UK one must pass exams like IELTS or TOEFL. Some Chinese students are not good at English. France is important in China and French is easier than German and more similar to English.”
Future Implications
• France 24 (2011) stated that international students are required to have only 500 hours of French study to get a student visa (3-6 months of intensive study)• Social integration in the SA environment• Academic consequences in the SA environment• Negative beliefs about language learning may result• Use of L1 (Chinese) more than L2 (French) likely• French higher education policy changes may be required
concerning international students
Limitations
• Studying the same group of people over two different time periods would capture a more dynamic change in beliefs
• Four of the participants were not studying at the university level with one as a recent graduate and the other three were working
• Age gap quite large between early and late groups• Sample of convenience resulting in a small sample size• Language barriers may have been a factor• Self-reported data of past events may be unreliable
Future Research
• Replication of this study possible in an American university environment
HOWEVER,• More research needed in a French context • Interesting to compare Chinese students
learning both French and English in France
Short Video: Background
• http://www.chinatalkingpoints.com/video-chinese-students-in-france-not-making-the-grade/
