Amended proposal needed Essay Example

  • Category:
    Marketing
  • Document type:
    Research Proposal
  • Level:
    Masters
  • Page:
    3
  • Words:
    1884

Analysis of strategies used in fostering children’s interests in learning Chinese language

(A Case Study of FCCCI Chinese School)

TITLE PAGE

Table of Contents

1. Introduction 1

1.1 Background Information 1

1.2 Problem of the statement 2

2. Focus of the study 2

2.1 Purpose of the research 2

2.2 Research Questions 3

2.3 Significance of the project 3

3. Projected related literature 3

3.1 MBA Discipline Area of the Study 3

3.2 Review of some Literature 4

4. Research Methodology 5

4.1 Method 5

4.2 Data Collection 5

5. Ethical Consideration 5

6. Schedule for Completion 6

References 7

Appendices 10

Appendix 1- Interview Questions 10

1. Introduction

1.1 Background Information

FCCI Chinese School has been described on its website as a non-profit and community based Chinese language school in Canberra, established in 1994. It aims at providing a stimulating learning and fun environment to children (preschool and school-aged children) and enable them to achieve a particular level of skills in speaking, writing and reading Chinese, as well as encourage them to understand and appreciate the culture of Chinese. The society of Canberra is multicultural and has been impacted positively by FCCCI Chinese School in the way it has provided linkage to the community. According to the school prospectus, it is supported by the Chinese Embassy, funded by ACT government and run by parent representatives and volunteers. The target audience for the Chinese classes are Kindergarten to year 12 (aged from 4 to 18). Bilingual classes are also run for non-Chinese students as per demand.

1.2 Problem of the statement

More and more people are intentionally learning Chinese either as a foreign or second language. Though Chinese has approximately 1600 sounds inclusive of four tones far less than English which has approximately 150,000 sounds, it is still a challenge to learn the language. Garner (1958) and Williams & Burden (1997) have emphasized that motivation plays a very important role in learning a language. FCCCI Chines School is aware of the challenges that students face when learning Chines and has implemented various strategies to motivate children in learning Chinese language. These include teaching curriculum that stimulates student’s interaction with textbooks and teachers, integration of classroom activities to complement textbook study, reward system, extra-curricular activities and competitions, overseas trips, performance at the School’s End of Year performance, participation on the Ethnic Language Day and at National Multicultural Festival. There is need to find out the effectiveness of these strategies in motivating children to learn Chinese.

2. Focus of the study

2.1 Purpose of the research

The study will analyze strategies used by FCCCI Chinese School in motivating children to learn Chinese. The research objectives will be as follows:

  1. To establish whether motivating children fosters interest in learning Chinese.

  2. To establish whether current motivation strategies foster children interest in learning Chinese.

  3. To determine the challenges faced by children in learning Chinese in FCCCI Chinese School

  4. To establish ways in which children want to be motivated to foster their interest in learning Chinese in FCCCI Chinese School.

2.2 Research Questions

  1. How does motivating children foster interest in learning Chinese in FCCCI Chinese School?

  2. In what way does current motivation strategies foster children’s interest in learning Chinese in FCCCI Chinese School?

  3. What challenges do children face in learning Chinese in FCCCI Chinese School?

  4. In what way would children want to be motivated to foster their interests in learning Chinese in FCCCI Chinese School?

2.3 Significance of the project

This study will be enable FCCCI Chinese School management to understand whether or not their strategies are effective in fostering interest in children to study Chinese, and improve where necessary. Future researchers conducting similar or related study will use the report of this study as a reference to enrich their study or research further. Children and parents will be given a platform to express their opinions on the challenges faced in learning Chinese, if the current FCCCI strategies are helping them in any way and suggest areas of improvement.

3. Projected related literature

3.1 MBA Discipline Area of the Study

This study will focus on analysis of strategies used by FCCCI Chinese School in fostering children’s learning interest of Chinese. Interest here has everything to do with motivation. FCCCI Chinese School have implemented motivation strategies to enhance interest in learning Chinese. Motivation falls into the discipline of Human Resource Management which deals with motivating employees to successfully achieve goals of the organization, though in this study the focus is using the same concept in motivating children to learn Chinese.

3.2 Review of some Literature

Various researches have been conducted by Gardner (1968) and Spolsky (1969) on motivation of learning language. According to Van Lier (1996, p. 98) one of the most important factors in learning language is motivation. Motivation has been said to have an impact on strategies on learning language, the receiving of input, interaction with native speakers, and the maintenance and perseverance of learning language (Garner & Lambert, 1972; Williams & Burden, 1997, Ely, 1986; Dornyei, 1994).

The originators in this area were Gardner and Lambert (1959) introducing instrumental orientation and integrative orientation as motivation to learning language. They argued that attitudes were used by individuals as a motivational construct directed towards a cultural group that somehow determines the success of an individual in learning a new language (p. 269). He argues that if the purpose of studying the language is reflected in value of linguistic achievement such as moving a step ahead in one’s occupation then the orientation could be instrumental. Orientation could be integrative if the student is interested in learning more about the cultural community with an intention of being accepted as the community member.

Gardner and Lambert views were contradicted by other researchers who argued that attitudes were played no role in fostering interest in learning a new language. This was instead fostered by a need to satisfy school requirement, travel and culture orientation, self-concept aspect (Noels, 2005).

4. Research Methodology

4.1 Method

The research will use qualitative case study method to analyze strategies used by FCCCI in fostering children’s interest in studying Chinese. This method will provide the researcher with a deep understanding of the single case in its real-world context. The aim is produce a deep and invaluable understanding that appreciates the case. This method will also favour data collection in natural settings. Though a questionnaire will be used to study situations in the study, the researcher will do some original fieldwork to help in better understanding.

4.2 Data Collection

Primary data to be used in this study will be collected using interviews. Interviewing techniques will enable the researcher to observe and record a unique experience or perspective of the subject at hand, and be able to gather in-depth and complex data. Since questions will be open-ended the discussion will be a conversation. The researcher will also be provided with first-person and firsthand account providing insights into where the subject at hand is coming from rather than “no” or “yes” that provide feedback that is incomplete. 21 participants: 20 children (age 10-18years), and the school principal will interviewed in the study. (See the interview questions in Appendix 1)

Secondary data will be collected through the school websites, prospectus, newsletters, news and events reports and school annual performance reports.

5. Ethical Consideration

The researcher will adhere to all ethical requirements needed to undertake the study. Privacy and confidentiality, truthfulness, informed consent and respect for other scholars’ intellectual property are the key ethical issues the researcher will take into consideration.

Participants’ identification will be hidden to maintain privacy and confidentiality. Before conducting the study the researcher will seek permission from the FCCCI Chinese Chinese. There will be citation of any author’s work used to appreciate them and avoid plagiarism.

6. Schedule for Completion

The researcher expects to complete the project in two months from the date of research proposal approval. However, the time will also depend on the adjusted that is required in the draft submitted to the supervisor.

Targeted Completion Date

Obtain Literature

April 2016th – 8th4

Complete Literature review

April 2016th11th-15

Collect Data

— 31st April 2016th18

Analyze Data

May 2016th— 8th4

Write first draft

May 2016th-15th11

Submit first draft

May 2016nd – 22th18

Revise and submit final draft

May 2016th – 29th25

References

, 78, 515-523.Modern Language JournalDörnyei, Z. (1994). Understanding L2 Motivation: On with the Challenge!

, 70, 28-35The Modern Language JournalEly, C.M. (1986). Language learning motivation: A descriptive and causal analysis.

>http://fccci.org.au/au/FCCCI Chinese School. (2011). Available on March 13, from <

FCCCI Chinese School. (2011). Available on March 13, from < http://www.fcccichineseschool.act.edu.au/>

, 13, 266-272. Canadian Journal of PsychologyGardner, R.C., & Lambert, W.E. (1959). Motivational variables in second-language acquisition.

, 2(3), 141-150. TESOL QuarterlyGardner, R. C. (1968). Attitudes and motivation: Their role in second-language acquisition.

. Rowley, MA: Newbury House.Attitudes and Motivation in Second Language LearningGardner, R.C., & Lambert, W.E. (1972).

, 62(2). 285-312The Canadian Modern Language ReviewNoels, K.A. (2005). Orientations to learning German: Heritage language learning and motivational substrates.

, 19, 271-183.Language LearningSpolsky, B. (1969). Attitudinal aspects of second language learning.

. London: Longman.). Interaction in the language curriculum: Awareness, autonomy, and authenticityVan Lier, L. (1996

, 83(2), 193-201.Modern Language JournalWilliams, M. & Burden, R. (1999). Students’ developing conceptions of themselves as language learners.

Appendices

Appendix 1- Interview Questions

  1. To establish whether motivating children fosters interest in learning Chinese

(The questions below will be used to interview children between age 10 to 18 years to achieve the above objective)

  1. Why did you choose to learn Chinese?

  2. Whose decision was it to learn Chinese?

  3. Do you enjoy learning Chinese? Why?

  4. Is there something that would make you have more interest in learning Chinese? Which one?

  5. Provide at least three ways that you would like to be motivated to have more interest in learning Chinese?

  1. To establish whether current motivation strategies foster children interest in learning Chinese

(The following questions will be used to interview the FCCCI management on the above objective)

  1. What strategies are you using currently to encourage children to learn Chinese?

  2. What circumstances led you to establish and implement these strategies

  3. What challenges has FCCCI School of Chinese faced in implementation of these strategies?

  4. Which strategies yield more results?

  5. Which strategies yield low results?

  6. How would you say the results have been since you implemented these strategies?

  7. What other plans do you have in fostering children interest in learning Chinese?

(The questions below will be used to interview children between age 10 to 18 years to achieve the above objective)

  1. How are the FCCCI efforts to help you enjoy learning Chinese be of help to you?

  2. Which of the FCCCI learning activities do you enjoy most and why?

  3. Which of the FCCCI learning activities do you least enjoy and why?

  4. What suggestions do you have for FCCCI, to help you learn Chinese better?

  1. To determine the challenges faced by children in learning Chinese in FCCCI Chinese School (The questions below will be used to interview children between age 10 to 18years to achieve the above objective)

  1. How long have you been learning Chinese?

  2. Do you find learning Chinese easy or difficult and why?

  3. What challenges do you face learning Chinese?

  4. Given a chance would you continue learning Chinese or drop out, and why?

  5. What would you want to happen to ease your effort in learning Chinese?