Abstract
ABSTRACT This study explored the relations among and predictive effects of Chinese-learning motivation (CLM), use of Chinese (UOC) and Chinese proficiency on 218 international students’ intercultural sensitivity (IS) to the Chinese culture via a battery of questionnaires. Major findings were: (a) the respondents showed high CLM and UOC and were moderate to high in IS, (b) CLM, UOC, Chinese proficiency and IS were highly correlated with one another, and (c) CLM and UOC significantly positively predicted IS, and UOC significantly mediated the effects of CLM on IS. By providing new perspectives for IS, this research enriched the current literature.
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