Understanding the Motivational Factors for Urban, Non-Heritage Language Learners of Chinese

• In Event: Roundtable Session 7
  In Roundtable Session: Understanding the Roles of Identity, Motivation, and Self-Efficacy in Second, Foreign, and Heritage Language Learning

Abstract

By analyzing student voices expressed in focus group interviews over two years, we developed a deeper understanding of how the L2 learning context motivates U. S. non-heritage learners of Chinese. Analyses revealed that students enjoyed learning activities with active participation and practice. Students were encouraged when they were supported by visuals, additional materials, and teacher guidance and specifically enjoyed competitive activities. In terms of content, students indicated that everyday context and the Chinese culture and arts were important. Extra-curricular activities were popular as they incorporated culture and language. We believe our study provides empirical support to the Dörnyei and Ushioda’s (2009) framework for motivational strategies which they further elaborated as part of the L2 Motivation Self-System Model.

Authors

• Ailing Kong, Saint Joseph's University

• Thomas Farren, Saint Joseph's University

• Aubrey H. Wang, Saint Joseph's University