Yuh-show Cheng

Language Use in Taiwan: Language Proficiency and Domain Analysis

In Taiwan, the compulsory National Language Policy since 1950s has forcefully caused a shift from the indigenous native languages, including Minnanyu, Hakka, and Polynesian languages, to the national language, Mandarin. However, the drastic socio-economic and political changes in late 1980s seemed to have re-kindled the revival of these native languages. These native languages are coming back in all aspects of life, including the mass media and education.To obtain a better idea of the process of language shift in Taiwan, this study examined the language proficiency and language use of the three non-Mainlander groups in Taiwan. It focused on analyzing the relationships between their language choice and such variables as age, gender, education levels, and social domains. The use of Mandarin by Mainlanders was also examined as a reference point in some analyses.It was found that there were significant relationships between language proficiency and age, gender, as well as education levels. As a whole, the language use of each individual non-Mainlander group in this study confirmed Fishmans domain analysis. Language shift patterns between the native languages and the national language vary with languages, with Minnanyu demonstrating an increasing reversed shift, Hakka continuing its long-term shift toward Mandarin, and Polynesian languages experiencing an even greater shift toward Mandarin.

The Role of Research-Article Writing Motivation and Self-Regulatory Strategies in Explaining Research-Article Abstract Writing Ability

The purpose of the study was to investigate the effects of research-article writing motivation and use of self-regulatory writing strategies in explaining second language (L2) research-article abstract writing ability, alongside the L2 literacy effect. Four measures were administered: a L2 literacy test, a research abstract performance assessment, and inventories of writing motivation and strategy. Participants were L2 graduate students in Taiwan (N = 185; M age = 25.8yr., SD = 4.5, range = 22–53). Results of structural equation modeling showed a direct effect of motivation on research-article writing ability, but no direct effect of strategy or indirect effect of motivation via strategy on research-article writing ability, with L2 literacy controlled. The findings suggest research-article writing instruction should address writing motivation, besides L2 literacy.