There is a vast amount of studies that try to investigate why students learn a second language. In the following term paper, the author tries to give an overview about the different motivational theories, beginning with the socio-educational model by Gardner and its specification by Dörnyei and Csizer. In addition to that, the author also takes a look at motivational theories that include heritage learners. Although until now there is no data available about the percentage of heritage learners among German students that learn Chinese as a second language, taking a look at the number of Chinese people living in Germany, points into the direction of a growing number of heritage learners at German schools. Over the last seven years, 2007 to 2014, the number of Chinese people living in Germany has grown from 78,000 to 110,000, which means an increase of approximately 30%, in some areas in Eastern Germany, Chinese even now make up the largest number of people from a foreign country among the population. Although the number of children under 18 only amounts to roughly 8,500, it can be be assumed, that in the future, there will be a significant number of heritage learners in German schools. The author’s term paper also takes a look at current empirical findings regarding motivation of learners, who learn Chinese as a second language and tries to evaluate possible implications for Chinese language classes. The basis for this is the best-practice approach for Chinese language classes by Andrea Valenzuela, which can be found in her book „Praktisches Handbuch für den Chinesischunterricht“ (2011).
Table of Contents
1. INTRODUCTION: WHY DO STUDENTS LEARN A SECOND LANGUAGE?
1.1 Gardner's motivational theory: socio-educational model
1.2 Specifications of the socio-educational model: internal structure model
1.3 Findings according to the internal structure model
1.4 Specifications for heritage learners
2. WHY DO STUDENTS LEARN CHINESE?
2.1 Heritage learners
2.2 Non-heritage learners
3. WHAT DOES THIS MEAN FOR CHINESE LANGUAGE TEACHING?
4. CONCLUSION
Objectives and Research Focus
This term paper examines the underlying motivational factors for students learning Chinese as a second language, specifically differentiating between heritage and non-heritage learners to derive actionable pedagogical implications.
- Analysis of socio-educational motivational models (Gardner, Dörnyei & Csizer).
- Distinction between the learning motivations of heritage and non-heritage students.
- Evaluation of empirical research regarding success factors in language acquisition.
- Application of theoretical findings to practical Chinese language instruction.
Excerpt from the Book
1. Introduction: Why do students learn a second language?
There is a vast amount of studies that try to investigate why students learn a second language. In the following term paper, the author tries to give an overview about the different motivational theories, beginning with the socio-educational model by Gardner and its specification by Dörnyei and Csizer. In addition to that, the author also takes a look at motivational theories that include heritage learners.
Although until now there is no data available about the percentage of heritage learners among German students that learn Chinese as a second language, taking a look at the number of Chinese people living in Germany, points into the direction of a growing number of heritage learners at German schools. Over the last seven years, 2007 to 2014, the number of Chinese people living in Germany has grown from 78,000 to 110,000, which means an increase of approximately 30% (“Bevölkerung und Erwerbstätigkeit” 87), in some areas in Eastern Germany, Chinese even now make up the largest number of people from a foreign country among the population (“Bevölkerung und Erwerbstätigkeit” 23). Although the number of children under 18 only amounts to roughly 8,500, it can be assumed, that in the future, there will be a significant number of heritage learners in German schools (“Bevölkerung und Erwerbstätigkeit” 87). The author’s term paper also takes a look at current empirical findings regarding motivation of learners, who learn Chinese as a second language and tries to evaluate possible implications for Chinese language classes. The basis for this is the best-practice approach for Chinese language classes by Andrea Valenzuela, which can be found in her book „Praktisches Handbuch für den Chinesischunterricht“ (2011).
Summary of Chapters
1. INTRODUCTION: WHY DO STUDENTS LEARN A SECOND LANGUAGE?: This chapter introduces the theoretical background of language learning motivation, focusing on Gardner’s socio-educational model and its further development by Dörnyei and Csizer.
1.1 Gardner's motivational theory: socio-educational model: Discusses the distinction between integrative and instrumental orientation as primary drivers for language learning motivation.
1.2 Specifications of the socio-educational model: internal structure model: Elaborates on the refined model that categorizes motivation into language, learner, and learning situation levels, highlighting seven core components.
1.3 Findings according to the internal structure model: Examines the interrelationships between motivational variables and language choice, identifying "integrativeness" as a direct influence on learning effort.
1.4 Specifications for heritage learners: Explores the unique definition of heritage learners and the inclusion of attributional theory to explain their specific motivational structures.
2. WHY DO STUDENTS LEARN CHINESE?: Compares the diverse motivational profiles of heritage versus non-heritage learners in the specific context of Chinese language acquisition.
2.1 Heritage learners: Details how heritage learners are often driven by cultural identity, connection to their ancestry, and a sense of obligation.
2.2 Non-heritage learners: Highlights that non-heritage learners are primarily motivated by instrumental goals and positive learning experiences rather than cultural background.
3. WHAT DOES THIS MEAN FOR CHINESE LANGUAGE TEACHING?: Translates the research findings into practical classroom strategies, emphasizing the need for differentiated instruction based on student background.
4. CONCLUSION: Summarizes the research outcomes and suggests that future studies should focus on the German educational landscape and the influence of parental attitudes.
Keywords
Chinese as a second language, language learning motivation, heritage learners, socio-educational model, integrativeness, instrumental orientation, Dörnyei, Gardner, pedagogical implications, language acquisition, attributional theory, non-heritage learners, Chinese instruction.
Frequently Asked Questions
What is the core focus of this paper?
The paper investigates the motivational factors behind learning Chinese as a second language, specifically exploring the differences between heritage and non-heritage learners and how these influence teaching methods.
Which theoretical models serve as the foundation?
The study relies on the socio-educational model by Robert C. Gardner and the refined internal structure model developed by Zoltan Dörnyei and Kata Csizér.
What is the primary research goal?
The aim is to identify how distinct motivational profiles—specifically between those with a Chinese heritage and those without—should inform best-practice teaching strategies in Chinese language classrooms.
Which scientific methods are utilized?
The paper employs a literature-based comparative analysis of existing empirical studies and theoretical models regarding second language motivation.
What characterizes the main body of the work?
The main body systematically reviews motivational theories, distinguishes between heritage and non-heritage learner motivations, and applies these insights to course design and curriculum planning.
What are the essential keywords for this topic?
Key terms include Chinese as a second language, heritage learners, motivation, integrative and instrumental orientation, and pedagogical implications.
How does "integrativeness" differ from "instrumentality" in this context?
Integrativeness relates to the learner's emotional identification with the target culture, whereas instrumentality focuses on pragmatic benefits, such as career opportunities.
Why are heritage learners considered a unique group?
They are distinct because their motivation is often rooted in personal or family identity, cultural heritage, and sometimes a sense of obligation, which differs from the purely instrumental goals of non-heritage learners.
What does the author suggest for teaching Chinese effectively?
The author argues for a student-centered approach where teachers recognize the background of their students—whether they are heritage learners or not—to select relevant topics and foster a supportive learning environment.
- Quote paper
- Holger Weinreich (Author), 2015, Learning motivation for Chinese as a second language and the implications on teaching Chinese as a second language, Munich, GRIN Verlag, https://www.grin.com/document/450283
