Through questionnaire survey method, this study aims to clarify English majors' motivation of learning Chinese as a second foreign language at Banking University Ho Chi Minh city. Survey results show that students' motivation is great. Of three aspects like language, learners and learning environment, learning motivation regarding learning environment is the greatest. In the relationship between achievement and motivation, the students' passion for Chinese language and culture motivates their achievement.
The research surveyed the learning beliefs of Chinese as a second foreign language for English majored students of Banking University Ho Chi Minh city. Based on the theory of beliefs in foreign language learning by Horwitz (1985), we conducted a questionnaire survey with 177 students. The questionnaire results indicate that: firstly, Chinese is relatively easy to learn; secondly, children have better language learning capacity than adults; third, focus on phonetics, vocabulary and culture, not grammar; fourth, learning Chinese is useful for yourself. Female students focus on phonetics more than male students. Second-year students focus on phonetics more than third-year students, but not more grammar like third-year students. Unlike students from the central region, students from the northern and southern regions said that they must come to China to learn Chinese. The belief that "Chinese language is easy to learn", the confident and proactive attitude of using Chinese language has a positive impact on students' learning results.
The purpose of this research paper is to look into the current situation of using learning strategies and the key factors that influence English learning strategies of tertiary students who major in economics at Banking University of Ho Chi Minh City. On the basis of Oxford’s (1990) theory on language learning strategies, the study conducted a questionnaire survey with the participation of 300 students. The results show that economics-majored students use English learning strategies at a relatively high frequency, with the metacognitive strategies group having the highest frequency; the groups of affective strategies and compensation strategies have the lowest frequency of use. It also draws a conlusion that individual factors such as gender, grade level, and major do not appear to have a significant impact on students' use of English learning strategies. There are no significant differences between male and female students, between students of all grades, and between students of different majors in the frequency of using English learning strategies.
This research used the Modern Chinese Research Corpus System constructed by Beijing Language and Culture University as the corpus source, and analyzed the pragmatic functions of Modern Chinese adverbs “zhen”, “zhenshi” and “zhende” which are located before the predicate and are used as sentence adverbial. The results show that these adverbs have similarities and differences in pragmatic functions. The adverb “zhen” has four pragmatic functions: one is to confirm authenticity, the other is to express subjective evaluation, the third is to express a high degree of authenticity, and the fourth is to make hypotheses. The adverb “zhenshi” has only one pragmatic function, that is, the subjective evaluation function. The adverb “zhende” has two pragmatic functions: one is to confirm authenticity, and the other is to express subjective evaluation. The adverb “zhenshi” and “zhende” can appear together with the degree adverbs “tai” and “hen”, but the adverb “zhen” cannot appear with the degree adverbs. The adverb “zhen” and the adverb “zhende” can be replaced with each other, and the meaning of the sentence remains unchanged after the replacement.
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