Motivations for Learning Chinese as a Foreign Language: A Case Study in Belgium

Abstract

The purpose of this study was to understand and investigate the motivations for and reasons why students decide to study Chinese as their fourth foreign language in the European Union, using Belgium as a case study. Based on the social cognitive career and motivation theory, the study was guided by the research question: Why did the participants decide to study Chinese as a fourth foreign language in a Chinese language school in Belgium? In line with the case study approach, 16 participants were invited to share their ideas. Focus group activities, remarkable item sharing, and member-checking interviews were used to collect useful data. Three themes were categorised, including 1) it is enough for European languages, 2) career development and 3) friendship, networks, and education. More importantly, many participants indicated that the Chinese language offers business and career opportunities for young European people to excel in their skills in the Asian region. The outcomes from adult learners may fill the research and practice gaps for adult education and foreign language teaching and learning for adult learners in the European environment.