Cross-National Comparative Study Between China and the United States: High School Students' Second Language Learning Motivation

• In Event: Bilingual Education Research Poster Session 2

Abstract

Motivation to learn is a recurring topic in the history of language teaching and is considered to be the basis for achieving positive results on language learning tasks. The difference is that Chinese students are instrumental oriented, while US students are integrative oriented. High school students in China regard English scores and parental expectations as two driving forces for learning English, while the driving force for US students to learn foreign languages is based on interest and professional advantages. Two primary questions guided this literature review: What are the differences between Chinese and US high school students' motivation for second language learning? How do these motivations relate to students' L2 learning outcomes?

Author

• Xiaolu Liu, University of Florida