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Lu Lu

Virginia Military Institute, USA

 

Yangtian Luo

Northwestern University, USA

 

Jun Xu

Colorado State University, USA

 

Abstract

The recent decline in language study in the US, notably the decrease in learners advancing to higher-level Chinese language courses, signals a pressing concern for Chinese language educators. This study conducted interviews with five students from three American colleges to explore the factors impacting their motivation to discontinue studying Chinese. The findings highlight the crucial role of a supportive teaching environment, instrumental motivation, and the influence of institutional policies on learners’ decisions. While learning experience is important for motivation, ideal-L2, and ought-to-L2 motivations might be more significant, as negative experiences can be offset by strong intrinsic motivation, whereas systemic educational barriers can still cause discontinuation despite positive experiences and strong motivations.

 

Keywords

Learning experience, demotivation, Chinese as a Foreign Language

 

中文学习中断的原因探析：学习经历以及相关因素研究

 

陆璐

弗吉尼亚军事学院，美国

 

罗洋天

西北大学，美国

 

徐军

科罗拉多州立大学, 美国

 

摘要

近年来美国语言学习人数总体呈现下降趋势，尤其是继续学习高年级中文课程学生人数显著减少，这已成为中文教育工作者亟待解决的重要问题。本研究通过对三所美国大学的五名学生进行访谈，探讨了影响他们中断中文学习的动机因素。研究结果表明，良好的教学环境、工具性动机以及学校政策在学习者决策中起到了关键作用。研究发现，尽管学习经历(learning experience)对学习动机至关重要，但“ 理想二语自我” (ideal-L2)和“应该二语自我” (ought-to L2)可能有更大的影响力。因为强烈的内在动机能够在一定程度上抵消负面的学习经历带来的影响，而系统性的教育障碍则可能导致学生即使拥有积极的学习体验和强烈学习动机， 却仍然选择中断学习。

 

关键词

学习经历，动机消退，汉语作为第二语言教学