活动理论视角下的来华留学生汉语学习动机研究
Abstract
This paper, based on activity theory and adopting a questionnaire survey and semi-structured interviews, investigated the features and influencing factors of Chinese language learning motivation among six international students learning Chinese in a local key university located in central China. Results revealed that the participants displayed a medium to high level of Chinese language learning motivation; and that their Chinese language learning motivation was influenced by five socio-cultural factors, including subject-related factors (language learning planning awareness, strategies, and interest), mediational tools (textbook difficulty and teaching facilities), rule-related factors (graduation stress and exams), learning communities (teachers and peers), and labor of division factors (teacher-student relationship, peer relationship). These findings offer implications for improving Chinese language teaching and learning efficiency to international Chinese language learners.
Keywords
Full Text:
PDFReferences
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. London: Routledge.
Engeström, Y. (1999). Activity theory and individual and social transformation. Perspectives on activity theory, edited by Engeström, Y., Miettinen, R., Punamäki, R. L. Cambridge: Cambridge University Press, 19-38.
Gardner, R. C., Lalonde, R. N., & Moorcroft, R. (1985). The role of attitudes and motivation in second language learning: Correlational and experimental considerations. Language Learning, 35(2), 207-227.
Gong, Y., Ma, M., Hsiang, T. P., & Wang, C. (2020). Sustaining international students’ learning of Chinese in China: Shifting motivations among New Zealand students during study abroad. Sustainability, 12(15), 6289.
Henry, A. (2017). L2 motivation and multilingual identities. The Modern Language Journal, 101(3), 548-565.
Kim, T. Y. (2005). Reconceptualizing L2 motivation theory: Vygotskian activity theory approach. English Teaching, 60(4), 299-322.
Kim, T. Y. (2009). The sociocultural interface between ideal self and ought-to self: A case study of two Korean students’ ESL motivation. Motivation, language identity and the L2 self, edited by Zoltán Dörnyei and Ema Ushioda, Bristol: Multilingual Matters, pp. 274-294.
Kim, T. Y. (2011). Sociocultural dynamics of ESL learning (de) motivation: An activity theory analysis of two adult Korean immigrants. Canadian Modern Language Review, 67(1), 91-122.
Li, C. (2023). Exploring L2 Motivational Dynamics among Chinese EAP Learners in an EMI Context from a Socio-cultural Perspective. SAGE OPEN, 13(2):1-13.
Li, C., Chen, L., Ma, C., Zhang, S., & Huang, H. (2021). Strategy use among Chinese as second language learners in mainland China from the mediation theory perspective. Frontiers in Psychology,12, 752084.
Li, C., Fang, X., & Derakhshan, A. (2025). Unlocking the interplay among Chinese EFL Learners’ L2 motivation, regulatory focus, and language learning achievement: From a regulatory focus theory perspective. Learning and Motivation, 91, 102141.
Liu, M., Zheng, Y., Ma, X., & Wei, Y. (2020). Sustaining multilingualism in Chinese universities: Uzbekistani students’ demotivation while learning Chinese. Sustainability, 12(18), 7570.
Reeve, J. (2024). Understanding motivation and emotion. London: John Wiley & Sons.
Richards, J. C., R. Schmidt, H. Kendrick & Y. Kim. (2005). Longman Dictionary of Language Teaching and Applied Linguistics. Beijing: Foreign Language Teaching and Research Press.
Ruan, Y., Duan, X., & Du, X. Y. (2015). Tasks and learner motivation in learning Chinese as a foreign language. Language, Culture and Curriculum, 28(2), 170-190.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. Motivation, Language Identity and the L2 Self, edited by Zoltán Dörnyei and Ema Ushioda, Bristol: Multilingual Matters, pp. 66-97.
Ushioda, E., & Dörnyei, Z. (2009). Motivation, Language Identities and the L2 Self: A Theoretical Overview. Motivation, Language Identity and the L2 Self, edited by Zoltán Dörnyei and Ema Ushioda, Bristol: Multilingual Matters, pp. 1-8.
Wen, X. (2018). Motivation and Chinese second language acquisition. In The Routledge handbook of Chinese second language acquisition (pp. 352-372). Routledge.
Wen, X., & Piao, M. (2020). Motivational profiles and learning experience across Chinese language proficiency levels. System, 90, 102216.
陈天序.(2012).非目的语环境下泰国与美国学生汉语学习动机研究.语言教学与研究,(4),30-37.
丁安琪.(2014).来华留学生汉语学习动机强度变化分析.语言教学与研究,(5),18-25.
丁安琪.(2015).目的语环境下汉语学习动机增强者动机变化分析.语言文字应用,(2),116-124.
端义镭. (2017). 定向动机流理论述评. 金陵科技学院学报(社会科学版), 31 (1), 88-92.
李池利, 杨佑文. (2017). 基于活动理论的高中生英语学习负动机研究. 英语教师, 17(3), 16-21.
李池利,蔡杰.(2020).活动理论特点及其对汉语二语动机研究的启示.大众文艺,(2),186-187.
秦丽莉, 戴炜栋. (2013). 活动理论框架下的大学英语学习动机自我系统模型构建. 外语界, (6), 23-31.
秦丽莉,戴炜栋, 赵永青.(2018).再论实践社群理论框架下外语学习自主能力与身份之间的关系.现代外语,41(1),66-77.
邵明明.(2018).汉语继承语学习者家庭因素和学习动机研究——以日本汉语继承语学习者为例.华文教学与研究,(2),53-63.
王俊菊, 王树胜.(2024).二语动机自我系统、二语接触与学习成效的关系研究.外语教学,45(4),53-59.
俞玮奇.(2013).来华留学生汉语学习动机减退的影响因素研究.语言教学与研究,(3),24-31.
章霜,王艺杰,李池利.近二十年（2005–2024）来华留学生汉语学习动机研究热点与发展趋势. 汉学与国际中文教育, 8(1), 98-112.
张璇,秦丽莉,粘玉秀, 赵迎旭.(2022).社会文化理论视域下的二语动机研究述评.语言教育,10(4),33-42.
DOI: https://doi.org/10.20961/maobi.v3i1.102973
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Yijie Wang; Shuang Zhang
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
CONFUCIUS INSTITUTE Publisher
Confucius Institute, Universitas Sebelas Maret
Jalan Ir. Sutami 36A Kentingan, Surakarta, Indonesia
Email: maobi@mail.uns.ac.id
Copyright © 2023. Confucius Institute
This work is licensed under a Creative Commons Attribution 4.0 International License.