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Contributory factors to language lea...

Li, Ming-Ying.

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Contributory factors to language learning as perceived by university-level Chinese heritage language learners in the United States.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Contributory factors to language learning as perceived by university-level Chinese heritage language learners in the United States./
作者:	Li, Ming-Ying.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	123 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10297045
ISBN:	9781369404333

Contributory factors to language learning as perceived by university-level Chinese heritage language learners in the United States.
Li, Ming-Ying.

Contributory factors to language learning as perceived by university-level Chinese heritage language learners in the United States. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 123 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2016.

Research has shown that heritage language learners (HLLs) have different characteristics and needs than foreign language learners (FLLs). Heritage language learners acquire or learn their heritage languages at home or at community-based schools whereas foreign language learners typically learn a language in the classroom setting. In recent years, U.S. colleges and universities have experienced a rapid rise in the number of learners who have studied their heritage language of Chinese in the classroom. However, there has been little empirical research from the perspectives of university-level Chinese heritage language learners about their learning experiences and needs.

ISBN: 9781369404333Subjects--Topical Terms:

3172512
Foreign language education.

Contributory factors to language learning as perceived by university-level Chinese heritage language learners in the United States.
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245 1 0 $a Contributory factors to language learning as perceived by university-level Chinese heritage language learners in the United States.
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300 $a 123 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Jamie Myers.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2016.
520 $a Research has shown that heritage language learners (HLLs) have different characteristics and needs than foreign language learners (FLLs). Heritage language learners acquire or learn their heritage languages at home or at community-based schools whereas foreign language learners typically learn a language in the classroom setting. In recent years, U.S. colleges and universities have experienced a rapid rise in the number of learners who have studied their heritage language of Chinese in the classroom. However, there has been little empirical research from the perspectives of university-level Chinese heritage language learners about their learning experiences and needs.
520 $a Therefore, the aim of this study was to determine the factors that these learners perceive contributed to their heritage language learning, and how they influence that learning in both positive and negative ways. The research methods for this study included collecting data from six university-level Chinese heritage language learners' written language autobiographies, conducting semi-structured interviews with each, member-checking the interviews, and holding focus-group interviews in order to investigate their perceptions of these factors.
520 $a The results from this study showed that these students' family cultural/linguistic background, early exposure to their heritage language, parental involvement in promoting their use of their heritage language, personal motivation, and the agentive role of the learners themselves in decision-making effectively promoted their heritage language learning. While the results from this study showed the importance of these contributory factors to heritage language learners, it is equally important to understand the cultural identities they have constructed during their heritage language learning process. Finally, I offered the study's implications for foreign language instructors and areas for future research.
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