Attitudes and Improvement Strategies of Hong Kong Residents Towards Mandarin based on the Two-Language and Three-Language Policy

Abstract

To explore the attitudes of different groups in Hong Kong towards Mandarin and their underlying causes, and to analyze the imbalance among Cantonese, English, and Mandarin in a trilingual environment, this study proposes strategies to promote the popularization of Mandarin and balance the three languages, thereby facilitating the linguistic and cultural integration between Hong Kong and the mainland. Focusing on the theme Attitudes of Hong Kong residents towards Mandarin under the two-script and three-language policy and improvement strategies, the study conducted a questionnaire survey primarily consisting of open-ended questions targeting Hong Kong residents. The survey focused on language usage attitudes and actual needs, as well as the application of language in daily life and work. Interviews were also conducted with students, parents, and teachers across all primary and secondary school grades. The data was analyzed using the three-stage coding procedure of grounded theory. The research findings indicate that Cantonese is the predominant language in Hong Kong, while Mandarin is used only in Chinese and general knowledge classes, with Cantonese even being used as an auxiliary tool in general knowledge classes. In Hong Kong, Cantonese is seen as the foundation of local culture, Mandarin is associated with national identity, and English symbolizes international competitiveness. Schools, teachers, and parents do not place enough emphasis on Mandarin education; schools and teachers focus more on teaching outcomes, while parents prioritize their childrens development. In Hong Kong, the ability to use both Cantonese and Mandarin is crucial for academic planning and career development, which is a major reason for the imbalance among the three languages. The two-script and three-language policy has increased attention to Mandarin The degree has not changed the dominance of Cantonese and English. Although families and schools have tried to create a Mandarin-speaking environment, the results have been limited due to the need for improvement in parents language skills and the quality of school textbooks. Suggestions for improvement: The government should support enterprises and communities that use Mandarin to implement Mandarin corner activities; schools should develop new textbooks and conduct cross-regional language practice; parents and teachers should improve their Mandarin proficiency, with schools regularly assessing teachers Mandarin language skills, and teachers helping parents improve their Mandarin. This will form a chain to promote the widespread use of Mandarin throughout Hong Kong society.