Motivating and Demotivating Factors for Chinese as a Foreign Language Learners in a British CLIL Program

Autor/inn/en	Zheng, Ying; Lu, Yanbin; Li, Jia
Titel	Motivating and Demotivating Factors for Chinese as a Foreign Language Learners in a British CLIL Program
Quelle	In: Foreign Language Annals, 56 (2023) 3, S.720-739 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zheng, Ying) ORCID (Lu, Yanbin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12681
Schlagwörter	Student Motivation; Second Language Learning; Content and Language Integrated Learning; Mandarin Chinese; Foreign Countries; Secondary School Students; Educational Environment; Learner Engagement; Self Concept; United Kingdom + Suchen Sie Ihr Suchwort? Schulische Motivation; Zweitsprachenerwerb; CLIL; Lernkonzept; Ausland; Sekundarschüler; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Selbstkonzept; Großbritannien
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01