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A Study of L2 Chinese Learners' Moti...

Liu, Yang.

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A Study of L2 Chinese Learners' Motivational Self System.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Study of L2 Chinese Learners' Motivational Self System./
作者:	Liu, Yang.
面頁冊數:	216 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
標題:	Education, Foreign Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620702
ISBN:	9781303912993

A Study of L2 Chinese Learners' Motivational Self System.
Liu, Yang.

A Study of L2 Chinese Learners' Motivational Self System. - 216 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.

This item must not be sold to any third party vendors.

The present study investigated the L2 Motivational Self System formulated by Dornyei (2005) in the context of L2 Chinese teaching and learning. One hundred and thirty American university L2 Chinese learners of various levels participated in the study. The study adopted a mixed-methods approach, using a sequential mixed-methods strategy (a paper-based survey followed by individual interviews). The study not only generated results that were comparable to the results of previous studies of the L2 self-system conducted in EFL contexts, but also explored the relationship between theoretical components of the L2 self-system, compared the motivational make-up of L2 Chinese learners of different levels, and examined the interactions between L2 Chinese learners' self-perceived and desired identities and their L2 Chinese learning motivation. The findings of the current study highlight the necessity, feasibility, and benefits of a re-interpretation of L2 motivation from a self perspective, and lead to significant pedagogical implications that can be utilized to enhance the L2 Chinese teaching and learning practices.

ISBN: 9781303912993Subjects--Topical Terms:

1064562
Education, Foreign Language.

A Study of L2 Chinese Learners' Motivational Self System.
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520 $a The present study investigated the L2 Motivational Self System formulated by Dornyei (2005) in the context of L2 Chinese teaching and learning. One hundred and thirty American university L2 Chinese learners of various levels participated in the study. The study adopted a mixed-methods approach, using a sequential mixed-methods strategy (a paper-based survey followed by individual interviews). The study not only generated results that were comparable to the results of previous studies of the L2 self-system conducted in EFL contexts, but also explored the relationship between theoretical components of the L2 self-system, compared the motivational make-up of L2 Chinese learners of different levels, and examined the interactions between L2 Chinese learners' self-perceived and desired identities and their L2 Chinese learning motivation. The findings of the current study highlight the necessity, feasibility, and benefits of a re-interpretation of L2 motivation from a self perspective, and lead to significant pedagogical implications that can be utilized to enhance the L2 Chinese teaching and learning practices.
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