Chapter One Introduction
1.1 Introduction
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypotheses
1.7 Methodology
1.8 Limitations of the Study
1.9 Definitions of Key Terms
1.10 The Structure of the Study
Chapter Two Theoretical Background
2.1 Language Planning Policy LPP
2.1.1 Definitions
2.1.2 The process stages of LPP
2.1.3 Dimensions of LPP
2.1.4 Levels of LPP
2.2 Language Planning Policy LPP in China
2.2.1 The Chinese language
2.2.2 LPP implementation in China
2.2.2.1 Corpus planning in China
2.2.2.2 Status planning in China
2.2.2.3 Acquisition planning in China
2.3 Language Planning Policy LPP in Sudan
2.3.1 The colonial period
2.3.2 The post colonial period
2.3.3 Arabicization of education in Sudan
2.4 Language Attitude
2.4.1 Definitions of "attitudes"
2.4.2 Attitudes in second foreign language education
2.5 Language Motivation
2.5.1 Defining "motivation"
2.5.2 Theories of motivation in secondforeign language learning SLFLL
2.5.2.1 Gardner''s motivation theory
2.5.2.2 Expanding the concept of language learning motivation :the cognitive-situated period
2.5.2.3 Contemporary theories of motivation
2.6 Chapter Summary
Chapter Three Literature Review
3.1 Language Attitude
3.2 Language Motivation
3.3 Gender, Language, Attitudes and Motivation
3.4 Chapter Summary
Chapter Four Methodology, Data Analysis, Discussion and Interpretation
4.0 Introduction
4.1 Methodology
4.2 Population and Samples
4.2.1 The students'' group
4.2.2 Lecturers'' group
4.3 The Instruments
4.4 Design and Procedure
4.4.1 The questionnaire survey
4.4.2 Semi—structured interviews
4.4.2.1 Students’interview
4.4.2.2 Teachers’interview
4.4.3 Classroom observation
4.4.4 Procedure
4.4.4.1 Pilot study for questionnaire survey
4.4.4.2 Questionnaire survey
4.4.4.3 Interviews
4.4.4.4 In—class observation
4.5 Data Analysis Techniques
4.6 Data Analysis.Discussion and Results
4.6.1 Sudanese learners’attitudes towards learning Chinese language
4.6.1.1 Positive attitudes
4.6.1.2 Negative attitudes
4.6.1.3 Overall attitudes towards learning Chinese
4.6.2 Sudanese learners''m~tivations for learning Chinese Language
4.6.2.1 Integrative motivation
4.6.2.2 Instrumental motivation
4.6.2.3 Overall motivation level for learning Chinese
4.6.2.4 Motivational orientations
4.6.2.5 Paired samples T—test for sudanese students’motivational 0riPntatiONR
4.6.2.6 Comparing motivational orientations of students at the Chinese DepartmentConfucius Institute
4.6.3 The impact of attitudes and motivation on students''language proficiency
4.6.3.1 Relationship between attitudes and motivation
4.6.3.2 The impact of attitudesmotivation on language proficiency
4.6.3.3 Correlation between students’learning attitudes，motivation and language proficiency
4.6.4 Gender influence on students’language attitudes and motivation
4.6.4.1 Differences in language proficiency between male and female students
4.6.4.2 Comparing differences in overall attitudes and motivational orientations between male and female students
4.6.4.3 A comparison of attitudinalmotivational orientation differences caused by genders in Chinese DepartmentConfucius Institute
4.6.4.4 Teachers’view on students’attitudes and motivational differences according to gender
4.6.5 Changes in attitudes and motivation caused by time／levels
4.6.5.1 Changes in attitudes and motivation
4.6.5.2 The reasons for changes in attitudes and motivation among students
4.6.6 Teachers’influence on Sudanese students in learning Chinese
4.6.6.1 Students’needs analysis on their Chinese class
4.6.6.2 How the teachers impart Chinese culture
4.6.6.3 How the teachers help overcome Chinese learning barrier of shyness
4.6.6.4 Teachers’influence on Sudanese students in learning Chinese
4.7 Chapter Summary
Chapter Five Summary of Findings, Implications, Recommendations and Conclusions
5.1 Introduction
5.2 Summary of the Findings
5.2.1 Sudanese students'' attitudes towards learning Chinese
5.2.2 Sudanese students'' motivation for learning Chinese
5.2.3 Attitudes and motivation'' impact on students'' language proficiency
5.2.4 Gender influence on students'' language attitudes and motivation
5.2.5 Changes in attitudes and motivation caused by timelevels
5.2.6 Teachers'' influence on Sudanese students in learning Chinese
5.3 Implication
5.4 Recommendations
5.4.1 Recommendations for motivating students
5.4.2 Recommendations for further research
5.5 Conclusion
Appendix
Appendix 1 Questionnaire:Arabic version
Appendix 2 Questionnaire:English version
Appendix 3 Interview questions for students
Appendix 4 Interview questions for teachers
Appendix 5 Classroom observation form
Bibliography
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