Motivation in U.S. Learners of Mandarin as a Foreign and Heritage Language
| dc.contributor.author | Lin, Chuan | |
| dc.contributor.department | East Asian Languages and Literatures (Chinese) | |
| dc.date.accessioned | 2019-05-28T19:47:32Z | |
| dc.date.available | 2019-05-28T19:47:32Z | |
| dc.date.issued | 2018-08 | |
| dc.description.abstract | Motivation provides not only the primary impetus to initiate second language (L2) learning, but also the driving force to sustain the long and often tedious learning process (Dörnyei, 2005). Dörnyei (2005, 2009) proposed the L2 motivational self system that is made up of ideal L2 self, ought-to L2 self, and L2 learning experience. Researchers have started to test the applicability of the model, and have found that the ideal L2 self correlates highly with intended learning effort, and the variables of the L2 Motivational Self System have been tested through many studies conducted with English as a foreign language learners. However, there is a lack of research testing the model with languages other than English. To fill this gap, this dissertation further tests L2 Motivational Self System in the context of learning Mandarin. It also examines possible differences of motivational factors between heritage and nonheritage language learners of Mandarin at the college level in the United States. 229 learners of Mandarin from 10 colleges in the United States participated in this study. Structural equation modeling was employed to investigate the causal relationships among the motivational factors and between these factors and criterion measures. The results showed ideal L2 self and L2 learning experience of the L2 Motivational Self System motivated learners to put more effort into learning Mandarin. However, the ought-to L2 self could not be seen as a strong predictor of intended effort of learning Mandarin. In addition, significant differences were found between heritage and nonheritage learners of Mandarin on ideal self, ought-to L2 self, L2 learning experience, intended effort and family influence. There was not a significant difference between the two groups on instrumentality (China and Mandarin). Pedagogical suggestions for teachers to motivate students to make more effort in learning Mandarin both in and outside of the language classroom are also discussed. | |
| dc.identifier.uri | http://hdl.handle.net/10125/62310 | |
| dc.language | eng | |
| dc.publisher | University of Hawaii at Manoa | |
| dc.subject | Motivation | |
| dc.subject | second language | |
| dc.subject | Mandarin dialects | |
| dc.subject | L2 self | |
| dc.subject | heritage language | |
| dc.title | Motivation in U.S. Learners of Mandarin as a Foreign and Heritage Language | |
| dc.type | Thesis | |
| dc.type.dcmi | Text | |
| dcterms.description | Ph.D. Thesis. University of Hawaiʻi at Mānoa 2018. |
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