Chinese heritage language learners' motivation and intention to continue learning Mandarin
Bibliographic Data
| ID | 8937367 |
|---|---|
| Authors | Wenting Song (0009-0004-0764-1537, Department of Educational Psychology and Learning Systems, College of Education, Health, and Human Sciences Florida State University Tallahassee Florida USA, corresponding author), Jeannine E Turner (0000-0001-7208-4563, Department of Educational Psychology and Learning Systems, College of Education, Health, and Human Sciences Florida State University Tallahassee Florida USA) |
| Year | 2024 |
| Volume | 58 |
| Issue | 1 |
| Pages | 137-158 |
| Publication date | 2024-09-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12784 |
| OpenAlex | W4402813587 |
| Language | EN |
| Citations received | 3 |
| References cited | 47 |
This study explored Chinese heritage language learners' prior Mandarin experiences and their current Mandarin‐learning experiences to reveal factors that influence their motivation and intention to continue or discontinue their Mandarin coursework. Using a Grounded Theory approach, we conducted demographic surveys and semi‐structured interviews with eight participants taking beginner‐level Mandarin courses. Following open, axial, and selective coding procedures, we developed a model portraying factors that influenced HLLs' decision to continue their enrollment in Mandarin classes. The model revealed that their decisions were fueled by ongoing appraisals via their motivational orientations, course expectations, and emotional experiences that drove their approach or avoidance focus. In particular, Mandarin high dropout rates may result from 1) HLLs' unmet course expectations, 2) lack of specific future‐oriented instrumental values, and 3) unpleasant emotional experiences within the class. The study concluded with four pedagogical implications (e.g., adopting task‐based language teaching) to sustain HLLs' motivation in college HL courses
Coursework · Heritage language · Language proficiency · Linguistics · Mandarin Chinese · Mathematics education · Pedagogy · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
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| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |