| 研究生: |
柯蕾茉 Audrey Line Clement |
|---|---|
| 論文名稱: |
"華語是否為新英語"之研究 A Research on "Is Mandarin Chinese a New English" |
| 指導教授: |
冷則剛
Tse-Kang Leng |
| 口試委員: |
吳文傑
Jack Wu 張大為 David Chang |
| 學位類別: |
碩士
Master |
| 系所名稱: |
商學院 - 國際經營管理英語碩士學位學程(IMBA) International MBA Program College of Commerce(IMBA) |
| 論文出版年: | 2025 |
| 畢業學年度: | 113 |
| 語文別: | 英文 |
| 論文頁數: | 66 |
| 外文關鍵詞: | Mandarin Lingua Franca, English Lingua Franca, Motivations to learn Mandarin Chinese |
| 相關次數: | 點閱:223 下載:4 |
| 分享至: |
| 查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
This thesis examines the growing interest in learning Mandarin Chinese as a foreign language and explores whether Mandarin could become the new lingua franca for business, particularly in Asia. It investigates the factors contributing to the increasing popularity of Mandarin, including China’s rise as a global economic power and its potential role in reshaping international business practices. This research is unique as it incorporates both the students' viewpoint through quantitative research on why they learn Mandarin as well as the perspective of Taiwanese workers, merging these insights to conduct a comprehensive analysis and draw meaningful conclusions. The findings suggest that while cultural interest is a key factor, the primary reason people choose to learn Mandarin is the growing number of professional opportunities, with many learners seeing it as a valuable asset for career advancement in an increasingly globalized job market. Despite Mandarin gaining importance in international business, particularly in Asian markets, English remains dominant in global trade and communication. The thesis concludes that while Mandarin may become more widely used in certain sectors and regions, it is unlikely to fully replace English as the primary business language in the near future.
ACKNOWLEDGEMENTS I
ABSTRACT II
TABLE OF CONTENT III
1. INTRODUCTION 6
2. LITERATURE REVIEW 8
2.1. SECOND LANGUAGE LEARNING 8
2.2. MANDARIN LEARNING 11
2.3. LINGUA FRANCA 17
2.4. ANALYTICAL FRAMEWORK 21
3. RESEARCH METHODOLOGY 23
3.1. APPROACH 23
3.2. THE STRUCTURES 23
3.2.1. Student survey 24
Part 1 – Student profiles 24
Part 2 – Languages 24
Part 3 – Mandarin Chinese 24
Part 4 – Their motivations & perception of the future of Mandarin in business 24
3.2.2. Taiwanese professional survey 25
Part 1 – Their profile 25
Part 2 – Business English VS Business Chinese 25
Part 3 – The co-evolution of English and Mandarin in the workplace 25
3.3. DATA COLLECTION & ANALYSIS 26
3.3.1. Sample questions and methodology 26
1. Multiple choice (one selection only) 27
2. Multiple choice (multiple selection) 27
3. Matrix 28
4. EXPECTATIONS VS FINDINGS 31
4.1. MAIN EXPECTATIONS AND FINDINGS 31
4.1.1. Overall statistics & respondent profiles 31
4.1.1.1. Student survey 31
Profiles 31
Languages abilities 32
Mandarin learning process & skills 32
Main motivations to learn Chinese 33
Perception of the present and the future of Mandarin in business 33
4.1.1.2. Taiwanese workers survey 35
Profile 35
Languages abilities 35
Business English VS Business Chinese 36
Perception of the present and the future of Mandarin in business 38
4.2. INSIGHTS FROM CROSS-ANALYSIS 40
4.2.1. Data cleaning & Excel entries 40
4.2.2. Pivot table analysis 41
4.2.2.1. Student survey 41
The influence of Chinese heritage on the cultural interest, Mandarin rank and the proficiency as well as on the business point of view 41
The influence of Chinese heritage and age on the cultural interest, the rank and the proficiency and on the business point of view 44
The influence of Mandarin’s position on languages spoken and Chinese proficiency 48
The influence of Mandarin’s position for heritage and non-heritage students on languages spoken and Chinese proficiency 50
4.2.2.2. Taiwanese workers survey 52
The influence of the top management culture and the language used at work on the employees’ profiles 52
The influence of the language used in the workplace on the perception of the future of Mandarin Chinese 53
Conclusion of the insights 56
CONCLUSION 57
BIBLIOGRAPHY 59
RESEARCH PAPERS 59
WEB REFERENCES 64
Bibliography
Research papers
1. Asher, J. J. (1969). The total physical response approach to second language learning. JSTOR.
2. Asher, J. J., & García, R. (1969). The optimal age to learn a foreign language. JSTOR.
3. Asher, J. J. (1972). Children's first language as a model for second language learning. JSTOR.
4. Beamer, L. (1994). Teaching English business writing to Chinese-speaking business students. SAGE Journals.
5. Bishop, D. V. M. (2000). How does the brain learn language? Insights from the study of children with and without language impairment. Cambridge Journal of Developmental Medicine and Child Neurology.
6. Bongaerts, T., van Summeren, C., Planken, B., & Schils, E. (1997). Age and ultimate attainment in the pronunciation of a foreign language. JSTOR.
7. Chen, H., Rau, P.-L. P., & Rau, D. (2016). Email discourse among Chinese using English as a lingua franca. Springer. Springer Link.
8. Chen, J. (1905). The acquisition of verb compounding in Mandarin Chinese. Research Repository.
9. Choi, J. (2021). 'No English, Korean only': Local students' resistance to English as a lingua franca at an 'English only' university in Korea. ProQuest. ProQuest.
10. Chu, C., Nakazawa, T., & Kurohashi, S. (n.d.). Chinese Characters Mapping Table of Japanese, Traditional Chinese and Simplified Chinese. CiteSeerX.
11. Crystal, D. (1997). English as a global language. Google Books.
12. Deng, S. Z. (2009). The choice of traditional vs. simplified characters in U.S. classrooms. ERIC.
13. Ding, S., & Saunders, R. A. (2006). Talking up China: An analysis of China’s rising cultural power and global promotion of the Chinese language. Springer.
14. Evans, S. (2010). Business as usual: The use of English in the professional world in Hong Kong. ScienceDirect.
15. Fan, G., & Baker, W. (2017). ‘A more inclusive mind towards the world’: English language teaching and study abroad in China from intercultural citizenship and English as a lingua franca perspectives. Language and Intercultural Communication. SAGE Journals.
16. Gil, J. (2011). A comparison of the global status of English and Chinese: Towards a new global language? Cambridge Journal of English Today.
17. Goh, Y. S., & Lim, S. L. (1905). Global Mandarin. In V. Vaish (Ed.), Globalization of language and culture in Asia: The impact of globalization processes on language (pp. 14–33). Continuum.
18. Hao, Y. C. (2012). Second language acquisition of Mandarin Chinese tones by tonal and non-tonal language speakers. ScienceDirect.
19. Him, C. (2017). Attitudes and identities in learning English and Chinese as a lingua franca: A bilingual learners’ perspective. Journal of Multilingual and Multicultural Development. Taylor & Francis Online.
20. Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. JSTOR.
21. Kim, Y. (2020). English as a lingua franca in Japan: Multilingual postgraduate students’ attitudes towards English accents. Journal of Multilingual and Multicultural Development. Taylor & Francis Online.
22. Kankaanranta, A., & Lu, W. (2013). The evolution of English as the business lingua franca. SAGE Journals.
23. Kobayashi, Y. (1905). Ideological discourses about learning Chinese in pro‐English Japan. International Journal of Applied Linguistics, 25(3), 329–342.
24. Kroskrity, P. V. (1905). Language ideologies: Evolving perspectives. In Jürgen Jaspers, Jan-Ola Östman & Jef Verschueren (Eds.), Society and language use (pp. 192–211). Amsterdam, the Netherlands: John Benjamins Publishing Company.
25. Lan, Y. J., Fang, S. Y., Legault, J., & Li, P. (2015). Second language acquisition of Mandarin Chinese vocabulary: Context of learning effects. Springer.
26. Lee, K. H. (1995). Age differences in second language acquisition: An educational perspective. JSTOR.
27. Li, D. C. S. (2006). On the possibility of Mandarin Chinese as a lingua franca. Journal of Chinese Linguistics, 34(2), 345–361.
28. Li, D. (2006). Chinese as a lingua franca in greater China. Mendeley.
29. Liu, B. (2023). What sustains Chinese language learning motivation: A case study of Southwestern American high school students. ERIC.
30. Liu, T., & Hsiao, J. H. (n.d.). The perception of simplified and traditional Chinese characters in the eye of simplified and traditional Chinese readers. eScholarship.
31. Liu, T., Chuk, T. Y., Yeh, J. H., & Hsiao, J. H. (2016). Transfer of perceptual expertise: The case of simplified and traditional Chinese character recognition. Wiley Online Library.
32. Lin, Y.-Y., Rogge, R. D., & Swanson, D. P. (2021). Cross-cultural flexibility: Validation of the traditional Mandarin, simplified Mandarin, and Japanese translations of the Multidimensional Psychological Flexibility Inventory. ScienceDirect.
33. Pan, L. (2010). English as a global language in China. Springer.
34. Pan, L., & Block, D. (2011). English as a “global language” in China: An investigation into learners’ and teachers’ language beliefs. ScienceDirect.
35. Pennycook, A. (1905). English and the discourses of colonialism. New York: Routledge.
36. Plumb, C. (2006). On the possibility of Mandarin Chinese as a lingua franca. Mendeley.
37. Plumb, D. (2016). On the possibility of Mandarin Chinese as a lingua franca. Journal of World Languages, 1(1), 55–72.
38. Sanders, R. M. (1987). The Four Languages of "Mandarin". Sino-Platonic Papers.
39. Sharma, B. K. (2018). Chinese as a global language: Negotiating ideologies and identities. De Gruyter.
40. Si, X. (2019). English as a lingua franca: A new approach for English language teaching in China? Journal of Language Teaching and Research, 10(6), 1240–1248.
41. Smith, A. N. (1971). The importance of attitude in foreign language learning. JSTOR.
42. Su, H. Y., & Chun, C. C. (2021). Chineseness, Taiwaneseness, and the traditional and simplified Chinese scripts: Tourism, identity, and linguistic commodification. ScienceDirect.
43. Teng, Y. (2017). Hanyu Shuiping Kaoshi (HSK): Past, Present, and Future. ResearchGate.
44. Tsang, Y. K., Huang, J., & Wong, A. W. K. (2023). Comparing word recognition in simplified and traditional Chinese: A megastudy approach. SAGE Journals.
45. Vaish, V. (n.d.). Globalization of Language and Culture in Asia: The Impact of Globalization. Google Books.
46. Wang, N. (2010). Global English(es) and Global Chinese(s): Toward rewriting a new literary history in Chinese. Taylor & Francis.
47. Wang, Z. (2023). Proposing Chinese English as a lingua franca (ChELF). English Today. Cambridge University Press.
48. Wang, Z., & Jenkins, J. (2016). “Nativeness” and intelligibility: Impacts of intercultural experience through English as a lingua franca on Chinese speakers’ language attitudes. Critical Studies in Language and Culture. De Gruyter.
49. Wong, A. D. (2016). On the iconization of simplified Chinese. AnthroSource.
50. Xiao, Y. (1905). Confucius Institutes in the US: Platform of promoting China’s soft power. ERIC.
51. Yang, R. (1905). Soft power and higher education: An examination of China’s Confucius Institutes in the US. ERIC.
52. Yang, R., & Wang, W. S. Y. (1905). Categorical perception of Chinese characters by simplified and traditional Chinese readers. Springer.
53. Yang, R. (2001). An Obstacle or a Useful Tool? The Role of the English Language in Internationalizing Chinese Universities. SAGE Journals.
54. Zhang, H. (2016). Dissimilation in the second language acquisition of Mandarin Chinese tones. SAGE Journals.
55. Zhang, Z. (2007). Towards an integrated approach to teaching Business English: A Chinese experience. ScienceDirect.
56. Zheng, Y. (2014). A phantom to kill: The challenges for Chinese learners to use English as a global language. Cambridge English Today.
57. Zhu, H., & Wei, L. (2014). Geopolitics and the Changing Hierarchies of the Chinese Language: Implications for Policy and Practice of Chinese Language Teaching in Britain. Wiley Online Library.
58. Zhu, H., & Li, W. (1905). Geopolitics and the changing hierarchies of the Chinese language: Implications for policy and practice of Chinese language teaching in Britain. The Modern Language Journal, 98(1), 326–339.
59. Zhan, Z., & Zou, X. (2017). On the globalization of Chinese: A linguistic and cultural perspective. International Journal of Language and Culture, 2(1), 28–40.
60. Zhao, Y. (2022). Exploring the role of Mandarin Chinese in the future global communication landscape. Springer Link.
61. Zhang, M. (2020). The evolution of Mandarin Chinese as a global language. Cambridge Scholars Publishing.
62. Zhou, X. (2021). The role of Mandarin Chinese in Asia's business environment. Springer Nature.
63. Zhang, L. (2018). Exploring language shift: The case of Mandarin Chinese in contemporary global contexts. Wiley-Blackwell.
64. Zhang, Y. (2015). The global spread of Mandarin: New perspectives and challenges. Routledge.
65. Zeng, Y. (2019). Mandarin Chinese as a global language: Factors and implications. Elsevier.
Web references
1. Wikipedia contributors. (2024, September 22). Lingua franca. Wikipedia. https://en.wikipedia.org/wiki/Lingua_franca
2. Wikipedia contributors. (2024, September 22). Golden Age of Hollywood. Wikipedia. https://en.wikipedia.org/wiki/Cinema_of_the_United_States
3. International Monetary Fund. (2024, September 22). IMF GDP figures. International Monetary Fund. https://www.imf.org/external/datamapper/NGDPD@WEO/WEOWORLD/WHQ/NMQ
4. Le Monde. (2024, March 19). Chine Première Puissance Mondiale. Le Monde. https://www.lemonde.fr/idees/article/2024/03/19/la-chine-deviendra-t-elle-vraiment-la-premiere-puissance-economique-mondiale_6222837_3232.html
5. Wikipedia contributors. (2024, September 22). GDP PPP ranking. Wikipedia. https://en.wikipedia.org/wiki/List_of_countries_by_GDP_(PPP)
6. International Monetary Fund. (2024, September 22). IMF GDP figures. International Monetary Fund. https://www.imf.org/external/datamapper/PPPSH@WEO/OEMDC/ADVEC/WEOWORLD
7. Wikipedia contributors. (2024, September 22). Korean Wave - Hallyu. Wikipedia. https://en.wikipedia.org/wiki/Korean_Wave
8. Korea.net. (2024, September 22). Hallyu worth. Korea.net. https://www.korea.net/NewsFocus/Culture/view?articleId=255101
9. World Bank. (2024, September 22). South Korea GDP. World Bank. https://data.worldbank.org/indicator/NY.GDP.MKTP.CD?locations=KR
10. Wikipedia contributors. (2024, September 22). Beijing Olympics. Wikipedia. https://en.wikipedia.org/wiki/2022_Winter_Olympics
11. Wikipedia contributors. (2024, September 22). List of Olympic Games host cities. Wikipedia. https://en.wikipedia.org/wiki/List_of_Olympic_Games_host_cities
12. Wikipedia contributors. (2024, September 22). Chinese Century. Wikipedia. https://en.wikipedia.org/wiki/Chinese_Century
13. Wikipedia contributors. (2024, September 22). Soft power. Wikipedia. https://en.wikipedia.org/wiki/Soft_power
14. Wikipedia contributors. (2024, September 22). Soft power of China. Wikipedia. https://en.wikipedia.org/wiki/Soft_power_of_China
15. Wikipedia contributors. (2024, September 22). Chinese Dream. Wikipedia. https://en.wikipedia.org/wiki/Chinese_Dream
16. Wikipedia contributors. (2024, September 22). Xi Jinping Thought. Wikipedia. https://en.wikipedia.org/wiki/Xi_Jinping_Thought
17. Wikipedia contributors. (2024, September 22). Confucius Institute. Wikipedia. https://en.wikipedia.org/wiki/Confucius_Institute
18. Wikipedia contributors. (2024, September 28). Sinosphere. Wikipedia. https://en.wikipedia.org/wiki/Sinosphere
19. Baidu Baike. (2024, September 28). Number of people learning CFL. Baidu Baike. https://baike.baidu.com/item/%E4%B8%AD%E5%9B%BD%E6%B1%89%E8%AF%AD%E6%B0%B4%E5%B9%B3%E8%80%83%E8%AF%95/286234?fr=ge_ala
20. U.S. Department of State. (2016, June 1). 1 million policy. U.S. Department of State. https://2009-2017.state.gov/r/pa/prs/ps/2016/06/258141.htm
21. Wikipedia contributors. (2024, September 28). HSK. Wikipedia. https://en.wikipedia.org/wiki/Hanyu_Shuiping_Kaoshi
22. Wikipedia contributors. (2024, September 28). TOCFL. Wikipedia. https://en.wikipedia.org/wiki/Test_of_Chinese_as_a_Foreign_Language
23. China Daily. (2019, May 31). HSK test takers. China Daily. http://global.chinadaily.com.cn/a/201905/31/WS5cf0b106a3104842260bee25.html#:~:text=The%20HSK%20exams%2C%20a%20test,of%20Education%20said%20on%20Friday.
24. Taipei Times. (2024, February 8). TOCFL. Taipei Times. https://www.taipeitimes.com/News/front/archives/2024/02/08/2003813244
25. The Economist. (2023, August 24). Mandarin students in the US. The Economist. https://www.economist.com/china/2023/08/24/why-fewer-university-students-are-studying-mandarin
26. Washington Post. (2024, May 22). Mandarin students in the US. Washington Post. https://www.washingtonpost.com/opinions/2024/05/22/china-students-exchanges-studies-mandarin-language/
27. Statista. (2024, September 29). Chinese students in the US. Statista. https://www.statista.com/statistics/233880/international-students-in-the-us-by-country-of-origin/
28. Republic of China (Taiwan) in the US. (2024, September 29). Taiwanese students in the US. Republic of China (Taiwan) in the US. https://www.roc-taiwan.org/us_en/post/11994.html
29. Washington Post. (2024, January 3). American students in China. Washington Post. https://www.washingtonpost.com/opinions/2024/01/03/us-shortage-china-experts/
30. South China Morning Post. (2024, September 29). Chinese students in the EU. South China Morning Post. https://www.scmp.com/news/china/science/article/3245861/why-more-chinese-students-are-looking-europe-and-not-us-higher-education
31. FIChet. (2024, September 29). Taiwanese students in the EU. FIChet. https://www.fichet.org.tw/en/news/1/1342#:~:text=MOE%20statistics%20shows%20nearly%207%2C300,also%20in%20EU%20member%20states.
32. European Chamber of Commerce in Taiwan. (2018, February). Taiwanese students in the EU. European Chamber of Commerce in Taiwan. https://www.ecct.com.tw/inc/uploads/2018/02/2017_eu_taiwan_factfile_1.pdf