Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program
Bibliographic Data
| ID | 8939726 |
|---|---|
| Authors | Ying Zheng (0000-0001-5060-8581, School of Humanities University of Southampton Southampton UK, corresponding author), 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) |
| Year | 2023 |
| Volume | 56 |
| Issue | 3 |
| Pages | 720-739 |
| Publication date | 2023-03-20 |
| 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.12681 |
| OpenAlex | W4328111257 |
| Language | EN |
| Citations received | 4 |
| References cited | 37 |
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
A Bibliometric Analysis of Content and Language Integrated Learning
The ‘bai lan’ (slacking off) practice among French as L3 learners
Content and language integrated pedagogy and language learning motivation in a socioeconomically marginalized school context
Motivation for learning Chinese compared to European languages
The Routledge Handbook of Chinese Language Teaching
Motivational Strategies in the Language Classroom
Clil
English achievement and student motivation in CLIL and EFL settings
Beyond Global English
Language learning motivation, self and identity
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
The L2 Motivational Self System
Dispelling the monolingual myth
Listening to learners
Chinese Language Learning Motivation
Possible selves
Tasks and learner motivation in learning Chinese as a foreign language
Teaching and Researching Motivation
The effects of multimodality on L2 learners
Linguistic Distance
Principles and Practice in Second Language Acquisition
Motivation and Language Learning with Students of Chinese 1
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |