Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program

Dados Bibliográficos

ID8939726
AutoresYing Zheng (0000-0001-5060-8581, School of Humanities University of Southampton Southampton UK, autor correspondente), Yanbin Lu (0000-0003-2989-1698, School of Liberal Arts Richmond American University London London UK), Jia Li (0000-0003-0253-8544, Department of Mandarin Bohunt School Liphook Liphook UK)
Ano2023
Volume56
Fascículo3
Páginas720-739
Data de publicação2023-03-20
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoForeign Language Annals (JOURNAL)
Identificadores do periódicoISSN: 0015-718X • E-ISSN: 1944-9720
EditoraWiley (PUBLISHER • GB)
DOI10.1111/flan.12681
OpenAlexW4328111257
IdiomaEN
Citações recebidas4
Referências citadas37

This study investigates Mandarin Chinese learners’ motivation in a Content and Language Integrated Learning (CLIL) program in a British secondary school from the perspective of learning environment, learner engagement, and learner identities. Fifteen pupils who are learning Chinese as a foreign language (CFL) have been interviewed individually or in a focus group. The results indicate that the context of L2 learning and pupils’ learning experience contribute to their sustained motivation. More specifically, the nature of the CLIL subjects, teachers and their teaching methods, peers, tasks, and examinations all play an important role in motivating or demotivating students. Pedagogical implications have been discussed with suggestions for maintaining students’ motivation in CLIL programs. This article fills the gap in the field of motivational study by bridging the learning of CFL and the CLIL context

Content and language integrated learning · Context (archaeology · Foreign language · Language acquisition · Linguistics · Mandarin Chinese · Mathematics education · Pedagogy · Perspective (graphical · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching