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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 52:2 (2017) ► pp.111–126

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Student perceptions of the classroom learning environment and motivation to learn Chinese

 | North Dakota State University
 | North Dakota State University
 | North Dakota State University
 | Ball State University
Published online: 10 November 2017
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https://doi.org/10.1075/csl.52.2.01ji
Abstract
This study investigated the associations between student perceptions of their classroom psychosocial learning environment and their motivation to learn Mandarin Chinese in the United States. The students took two surveys that measured their perception of the Chinese classroom psychosocial learning environment and their motivation to learn Chinese. Descriptive and inferential statistics were used to analyze the data. There were statistically significant associations between student perception and motivation for learning the Chinese language. The three scales of Task Orientation, Involvement, and Equity emerged as having the most influence on students’ motivation to learn Chinese. The Task Orientation scale had the strongest relationship with student motivation.
概要
本研究就学生对课堂社会心理、学习环境的感知及在美国学习汉语的动机两者之间的关联做了调查。为此对学生们进行了两次有关测量他们对汉语课堂心理社会学习环境的感知和学习汉语动机的问卷调查。用描述性和推论统计来分析此问卷的数据。结果显示学生学习汉语的感知和动机之间有着统计学上的显著关联。对学生汉语学习影响最大的三个方面分别是任务导向、参与和公正权益。其中任务导向与学生学习动力之间的关系最强。
Article outline
  • Introduction
    • Objective of the present research
  • Review of relevant literature
    • Classroom learning environment
    • Chinese language classroom environment inventory
    • Student motivation toward language learning
  • Methodology
    • Setting and sample
    • Procedure
    • Data analysis techniques
  • Results
    • Associations between student perception and motivation to learn Chinese
    • Elements of the environment that influence student motivation to learn Chinese
  • Discussion
    • Task-oriented classroom
    • Classroom involvement
    • Equity in the classroom
    • Limitations of this research study
  • References
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