What Learning Environment Factors Motivate Non-Heritage Language Learners in Middle Grades to Learn Chinese?

Autor/inn/en	Wang, Aubrey H.; Kong, Ailing; Ferren, Tom
Titel	What Learning Environment Factors Motivate Non-Heritage Language Learners in Middle Grades to Learn Chinese?
Quelle	In: Electronic journal of foreign language teaching, 11 (2014) 2, S. 312-326 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Tabellen 2
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Empirische Forschung; Lernumgebung; Motivation; Kontext; Fremdsprachenunterricht; Chinesischunterricht
Abstract	For the growing number of Chinese language learners around the world, classroom learning environment has a major effect on their L2 motivation. By analyzing non-heritage, middle grade students' voices expressed in focus group interviews over two school years, we found students enjoyed learning activities in which they could participate actively and practice what they have learned. Students felt they were able to learn more when these learning activities were presented as competitive activities and were supported with visuals and additional resources. Students also expressed wanting to learn content that can be used in everyday context and have multiple opportunities to learn Chinese words and culture. The authors believe that their study provides empirical support to Dörnyei and Ushioda's (2011) L2 Motivation Self-System Model that posited that the L2 learning experience can help to create the basic motivational conditions and to generate and protect motivation. They also provide specific suggestions for teachers. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2