Article published In:
Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)Vol. 52:2 (2017) ► pp.111–126
Student perceptions of the classroom learning environment and motivation to learn Chinese
This study investigated the associations between student perceptions of their classroom psychosocial learning environment and their
motivation to learn Mandarin Chinese in the United States. The students took two surveys that measured their perception of the Chinese
classroom psychosocial learning environment and their motivation to learn Chinese. Descriptive and inferential statistics were used to
analyze the data. There were statistically significant associations between student perception and motivation for learning the Chinese
language. The three scales of Task Orientation, Involvement, and Equity emerged as having the most influence on students’ motivation to
learn Chinese. The Task Orientation scale had the strongest relationship with student motivation.
Article outline
- Introduction
- Objective of the present research
- Review of relevant literature
- Classroom learning environment
- Chinese language classroom environment inventory
- Student motivation toward language learning
- Methodology
- Setting and sample
- Procedure
- Data analysis techniques
- Results
- Associations between student perception and motivation to learn Chinese
- Elements of the environment that influence student motivation to learn Chinese
- Discussion
- Task-oriented classroom
- Classroom involvement
- Equity in the classroom
- Limitations of this research study
-
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