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Volume 52, Issue 2
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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.

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2017-11-10
2024-09-16

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/content/journals/10.1075/csl.52.2.01ji
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Student perceptions of the classroom learning environment and motivation to learn Chinese
Chinese as a Second Language. The journal of the Chinese Language Teachers Association, USA 52, 111 (2017); https://doi.org/10.1075/csl.52.2.01ji
/content/journals/10.1075/csl.52.2.01ji
/content/journals/10.1075/csl.52.2.01ji
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  • Article Type: Research Article
Keyword(s): L2 acquisition; learning environment; motivation; psychosocial environment; 二语习得; 动机; 学习环境; 心理环境

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