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).
Inhaltsverzeichnis (Table of Contents)
- 1. INTRODUCTION: WHY DO STUDENTS LEARN A SECOND LANGUAGE?
- 1.1 Gardner's motivational theory: Socio-educational model
- 1.2 Specifiations of the socio-educational model: The 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
- 5. TABLE OF FIGURES
- 6. LITERATURE
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This term paper explores the motivational factors behind second language learning, particularly focusing on Chinese as a second language. It analyzes Gardner's socio-educational model and its refinement by Dörnyei and Csizer, delving into the internal structure model and its implications for both heritage and non-heritage learners. The paper investigates current empirical findings regarding Chinese language learning motivation and examines potential implications for teaching practices.
- Motivational theories in second language acquisition
- Gardner's socio-educational model and its specifications
- The impact of heritage language learning on motivation
- Empirical findings on Chinese language learning motivation
- Implications for Chinese language teaching practices
Zusammenfassung der Kapitel (Chapter Summaries)
- Chapter 1: Introduction: Why do students learn a second language? This chapter introduces the topic of second language learning motivation by outlining different motivational theories, particularly Gardner's socio-educational model and its specification by Dörnyei and Csizer. It also discusses the growing significance of heritage language learners in the context of Chinese language learning.
- Chapter 1.1: Gardner's motivational theory: Socio-educational model This section elaborates on Gardner's socio-educational model, which posits two main motivational orientations: integrative and instrumental. Integrative orientation focuses on cultural and societal interest, while instrumental orientation emphasizes utility and benefits.
- Chapter 1.2: Specifiations of the socio-educational model: The internal structure model This section explores Dörnyei's refinement of Gardner's model, outlining three levels of foreign language motivation: language level, learner level, and learning situation level. The internal structure model further defines motivational factors such as integrativeness, instrumentality, and linguistic self-confidence.
- Chapter 2: Why do students learn Chinese? This chapter examines the specific motivations of students learning Chinese, differentiating between heritage and non-heritage learners.
- Chapter 3: What does this mean for Chinese language teaching? This chapter explores the implications of motivational factors for Chinese language teaching practices, utilizing the best-practice approach outlined in Andrea Valenzuela's "Praktisches Handbuch für den Chinesischunterricht."
Schlüsselwörter (Keywords)
This term paper focuses on the key concepts of second language motivation, specifically within the context of Chinese language learning. It explores motivational theories, heritage language learners, empirical findings, and pedagogical implications for effective Chinese language teaching. The paper investigates the socio-educational model, the internal structure model, and the factors of integrativeness, instrumentality, linguistic self-confidence, and cultural interest as they relate to second language learning and teaching.
- 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