Study Tours by
Hong Kong Students to Mainland China:
Their Effects on the Identity and Motivation
to learn Putonghua

Abstract

This case study research investigates the effects of study tours to Mainland China on Hong Kong students’ identity and motivation to learn Putonghua. It is always assumed that study tours to Mainland China by Hong Kong secondary school students would bring about positive outcomes in terms of development of their sense of belonging to the country and their motivation to learn the language. Despite heavy investment in these tours by the government and many Hong Kong schools, there has been no systematic study conducted to (dis)prove this assumption.

Through a combination of research methods such as personal observations, interviews, learning journals and questionnaire surveys, it has been noted that after participating in the school organized study tours, the integrative and instrumental motivation of many Hong Kong students were indeed enhanced. The sense of belonging to the motherland was also enhanced culturally and economically through Mainland study tours. It is interesting to note that the identity of many participants was transformed gradually. The students in general showed greater awareness of the Hong Kong culture as well, which in turn created a new perspective for themselves and their identity orientation. Furthermore, life inspirations were exhibited in their ethnographic learning journals. Although ethnographic interviews proved difficult for most of the incompetent Putonghua speakers, practicable strategies were used by themselves to keep the conversation going. By using ethnographic interviews, the participants began to understand the way of life, were more willing to learn from the people in various Mainland places and their target language competence was also strengthened. Based on the research findings, pedagogical and practical recommendations are made towards the end of the thesis.