Abstract
This study explores the need for a change in the current Chinese curriculum for Chinese-background students at the University of Newcastle (UoN). It examines the motivation behind the learning behaviour of Chinese-background students enrolling in the discipline of Chinese at the UoN as well as Chinese curriculum design at other Australian universities. The data from two sources were collected and analysed, Chinese-background students in the Chinese discipline at the UoN and lecturers in the Chinese discipline at six Australian universities. The findings of this study can be used to assist in the curriculum development for the Chinese program at the UoN.
Highlights
Made the largest contribution to export income with $3.1 billion, accounting for 21.9%, followed by Malaysia at $723 million or 5.1%, Hong Kong at $574 million or 4%, Singapore at $278 million or 2% and Taiwan at $239 million or 1.7%
According to research findings regarding approaches to learning, there are some differences in motivation among these groups of Chinese background students: With regards to motivation, there were no manifest differences identified in instrumental motivation and interest in reading through the quantitative data analysis, the qualitative data analysis indicated that mainland Chinese students showed a very stronger preference for instrumental motivation such as migration rather than interest in reading
It was found that the most popular subjects were Intermediate Chinese and Advanced Chinese under the category of Chinese literacy. Such units were offered by 23 universities, indicating that Chinese language teaching has been made central by most Australian universities
Summary
Made the largest contribution to export income with $3.1 billion, accounting for 21.9%, followed by Malaysia at $723 million or 5.1%, Hong Kong at $574 million or 4%, Singapore at $278 million or 2% and Taiwan at $239 million or 1.7%. Increased numbers of Chinese-background students, especially mainland Chinese students in Australia, has brought with it a substantial evolution in the curriculum design at many leading Australian universities. In June 2008 the Chinese program at the UoN had, out of 78 enrolments, only 11 from Chinese background students. Motivation on education perspective is defined as having two dimensions: interest in reading, and instrumental motivation which refers to external rewards such as praise for good performance or improved job prospects (OECD 2003). Such motivations are reflected in comments such as “I study to get a job”. Hong Kong students showed stronger interest in reading than instrumental motivation, while Malaysian Chinese student’s preferences fell in between. (Li 2007)
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