Are We Heritage Language Learners of Mandarin? A Comparative Study on the Influence of Emotional Attachment on Chinese Language Learning Motivation among Malaysian Chinese
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Abstract
This study addresses the issue of heritage language learning with psychological attachment among Malaysian Chinese. As a result of the Speak Mandarin Movement in the 60s, the Malaysian Chinese perceived Mandarin as their "mother tongue" rather than their ancestral languages (Southern Chinese dialects). Malaysian Chinese students commonly attend Chinese-medium education at the primary level and may continue with either private Chinese secondary schools (STPC) or national secondary schools (SMK/SMJK). Consequently, they face difficulties in identifying their heritage language (Mandarin or other Chinese varieties) and determining their L1, as well as balancing Mandarin, Malay, English, and other Chinese dialects, which ties into their identity formation. Given the limited research on the relationship between Chinese identity and the Mandarin language, this study, using a quantitative survey of 297 Malaysian secondary students, examines how emotional attachment influences motivation to learn Mandarin. The findings reveal that: 1) both SMJK/SMK and STPC students exhibit positive attitudes towards Mandarin and integration-type motivation, with less anxiety about learning; 2) there is a generational divide between emotional attachment to Mandarin and motivation to learn it; 3) for public school students, emotional attachment to Chinese cultural identity is the most significant predictor of attitudes (Beta=0.393) and motivation (Beta=0.436), while in private schools, Malaysian national (Beta=0.231) and Chinese cultural identities (Beta=0.285) are key factors. The results of this study provide significant insights into the factors influencing the emotional attachment and engagement of Malaysian Chinese students with Mandarin language learning, which can inform the development of practical pedagogical strategies and language policy initiatives.
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