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Motivation as an Axiological Factor in Learning Chinese
1Department of General and Professional Pedagogy, Institute of Social and Humanitarian Sciences, Orenburg State University, Almaty, Kazakhstan. diturkpenova@rambler.ru.
Journal of Psycholinguistic Research
|May 4, 2023
Summary
Discover key motivators for learning Chinese in Central Asia and Russia. Employment opportunities (28%) and travel (25%) are top drivers, while low motivation poses a significant teaching challenge (79%).
Area of Science:
- Linguistics
- Education
- Psychology
Background:
- Motivation is crucial for foreign language acquisition.
- Understanding learner motivation in specific regions is vital for effective pedagogy.
Purpose of the Study:
- Investigate motivations for learning Chinese in Central Asia and Russia.
- Identify challenges faced by Chinese language learners and teachers in these regions.
Main Methods:
- Anonymous questionnaire survey with students.
- Oral interviews with Chinese language learners and teachers.
- Manual data analysis with statistical presentation via charts and tables.
Main Results:
- Key motivators include employment opportunities (28%), travel (25%), cross-border communication (20%), friendship (15%), cultural interest (7%), and study (5%).
- Teachers identified low motivation as a major challenge, impacting learner engagement (79%).
Conclusions:
- Learner motivation significantly influences Chinese language acquisition in Central Asia and Russia.
- Addressing motivational challenges is essential for improving Chinese language education outcomes in the studied regions.
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