Motivational strategies in Chinese language classrooms: A comparative study of novice and experienced teachers
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Hongyang Shi
und
Tianmiao Wang
Abstract
Plenty of research in applied linguistics has confirmed that language teachers’ motivational strategies are playing a crucial role in relation to the learning motivation of their students. While previous research on motivational strategies has focused almost exclusively on teaching English as an international language (TESOL), this paper seeks to explore what motivational strategies are used by teachers of Chinese as a second language (CSL), and how their use differs between novice and experienced teachers in the Chinese cultural context in mainland China. The study was carried out in four Beijing universities with 90 novice and 85 experienced CSL teachers. The research instrument was adapted from the classical model developed by Dörnyei, Zoltán, & Kata Csizér. 1998. Ten Commandments for motivating language learners: Results of an empirical study. Language Teaching Research 2(3). 203–229. Participants were asked to rate the motivational strategies in terms of their perceived importance and the frequency by which they implemented them in their teaching practices. Following this, six participants also took part in semi-structured interviews. The findings of the study reveal a significant relationship between teachers’ preferences of motivational strategies and their cultural background, teaching objectives and the teaching contexts. Results also show a remarkable difference in motivational strategies between novice and experienced teachers at both macro and individual levels. The study suggests a few interpretations of the results and several implications for CSL teacher’s professional development based on its findings.
摘要
动机是决定语言学习成败与效率的最重要因素之一。现有研究已经证实, 由于教师在课堂教学中的重要地位, 教师对于学习者学习动机的影响不容忽视, 教师为激发学生在课堂学习的策略被称之为课堂动机策略, 课堂动机策略是教师对于学习者学习动机产生影响的重要途径。然而现有的基于英语作为第二语言教学的相关研究及其结论并不能直接适用于汉语作为外语的教学。另外一方面, 现有研究对于教师经验对其课堂动机策略使用情况的影响尚不明确。本研究旨在以激励理论和过程导向的二语动机策略框架为指导, 对北京地区四所高校的新手与熟手国际汉语教师展开调查。研究结果验证了新手、熟手教师在课堂动机策略使用中的差异性。基于本研究所构建的教师动机策略能力模型, 新手和熟手国家汉语教师动机策略的使用差异成因主要有: 教师信念的差异、教师知识体系特别是实践性知识的差异、教师反思能力与反思模式的差异。结合以上分析, 本研究进一步对提高国际汉语教师特别是新手国际汉语教师的动机策略使用提出了有针对性的建议。
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© 2020 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Special section: Chinese Language Education Research in the Asia Pacific Contexts; Guest editor: Danping Wang
- Introduction to special issue
- Motivational strategies in Chinese language classrooms: A comparative study of novice and experienced teachers
- Interacting with native speakers of Chinese through online learning communities: A case study with East Asian learners
- Chinese vocabulary learning strategies by English-speaking learners: A think-aloud study
- Localising Chinese language curriculum construction: A case study in an Australian primary school
- Learning Mandarin tones through pitch-time diagrams: A computer-assisted visual approach
- Special section: Developing Chinese Language Skills and Intercultural Competence; Guest editor: Irene Shidong An
- Differentiation of radical processing strategies in character decoding by L2 learners of Chinese according to L1-type
- Teachers’ perceptions of effective strategies for developing intercultural competence
- Introducing Chinese Hanzi at the beginning of teaching Chinese as a Foreign Language (CFL)
- 影响少数民族学生阅读理解能力的语言及认知因子研究———以藏族和彝族小学生为例
Artikel in diesem Heft
- Frontmatter
- Special section: Chinese Language Education Research in the Asia Pacific Contexts; Guest editor: Danping Wang
- Introduction to special issue
- Motivational strategies in Chinese language classrooms: A comparative study of novice and experienced teachers
- Interacting with native speakers of Chinese through online learning communities: A case study with East Asian learners
- Chinese vocabulary learning strategies by English-speaking learners: A think-aloud study
- Localising Chinese language curriculum construction: A case study in an Australian primary school
- Learning Mandarin tones through pitch-time diagrams: A computer-assisted visual approach
- Special section: Developing Chinese Language Skills and Intercultural Competence; Guest editor: Irene Shidong An
- Differentiation of radical processing strategies in character decoding by L2 learners of Chinese according to L1-type
- Teachers’ perceptions of effective strategies for developing intercultural competence
- Introducing Chinese Hanzi at the beginning of teaching Chinese as a Foreign Language (CFL)
- 影响少数民族学生阅读理解能力的语言及认知因子研究———以藏族和彝族小学生为例
