兩文三語環境的語言演變：中港學生的語言選用及語言學習動機比較

Languages development under the Bi-literacy and Tri-lingualism: A comparative study of language selection and learning motivation between Hong Kong and Chinese students

香港素為中西交匯之地，粵語與英語均為學生溝通、升學與就業的主要語言。而自1997年回歸以來，普通話之重要性亦日漸提升，形成粵、普、英鼎足而立之勢，這亦是學生語言學習的三大範疇。然而，過去關於語言學習動機的研究，多集中於中小學階段，少有研究涉及大專學生之語言學習動機。為填補此研究缺口，本研究以問卷形式對260名香港及內地大學研究生進行量化研究，旨在了解不同背景學生之語言選用動機及學習動機。本研究有以下發現︰一、中港學生均傾向使用粵語作校內外主要溝通語言，其語言選用建基於現實場景的需要，而非自身專長或語言偏好；二、受訪者會對成長環境所使用語言的評價，尤其是綜合取向評價較為正面，相對地，中港學生對對方所使用的語言，均持較負面態度；三、學生的語言學習動機，與其語言功能取向評價呈正相關；四、學生的語言態度，與其自評的語言能力呈正相關，但與父母學歷則未見相關。

Since the handover in 1997, the Hong Kong government has adopted a ''Bi-literacy and Tri-lingualism'' policy in the primary and secondary education, which determined the linguistic status of English, Putonghua and Cantonese in Hong Kong. In the past, most studies focus on the English learning, whereas there is very few study about students' language attitude and learning motivation in other two languages at the higher education level. To fill this research gap, 260 local and mainland students were invited to fill in a questionnaire about their preference in language choice, language learning motivation and language attitude. The findings suggest that (1) for both Hong Kong and Chinese students, Cantonese is the main medium of communication in the family, classroom and school campus；(2) The participants hold a more positive attitude to the language of their home-town, while both Hong Kong and mainland students have a negative view on the language of each other；(3) The language learning motivation is mainly dependent on their functional perspective of language, which means whether they expect the language can bring advantages in career development or further study；(4)The language attitude has a positive correlation with the self-evaluated language proficiency, but not the parent's education background.