Students’ language learning motivation has typically been researched in terms of intrinsic and extrinsic sources of influence. Instructors strive to discover which classroom learning activities or what grading system will produce the greatest increase in the student’s willingness to engage. In programs focusing on less commonly taught foreign languages, such as Chinese, this issue seems to be even more apparent due to the large time investment necessary to learn such languages and to reach a certain level of proficiency. This study focuses on ascertaining the factors that motivate Chinese language learners through beginning to advanced levels. Furthermore, it suggests how program administrators can design learning experiences from the learner’s perspective that enhance these motivating factors.
The data in this study were collected in the United States and China. Class observation, along with follow-up interviews, both of which were based upon above research questions, were conducted among a total of eighty-seven Chinese language learners, all full-time students at The Ohio State University. Ten classes of different levels given at The Ohio State University were observed, with each class lasting forty-eight minutes. To enhance the understanding of advanced-level students’ learning motivation, a survey consisting of sixteen open-ended questions was administered to students who attended the advanced-level summer program in Qingdao, PRC, in 2011.
The study finds that Chinese language students at different levels are very likely motivated by different factors because of their diverse experiences in learning and using Chinese. Students at beginning level are mostly limited in using their Chinese in the classroom setting. Therefore, the motivation to continue learning and the pleasure of using the language are mainly created by instructor and class activities. When students’ language proficiency reaches to intermediate level, their learning opportunities are largely expanded outside the classroom. From those experiences of learning and using Chinese with native speakers, students gain a big motivation to learn. Advanced level learners on the other hand have had adequate experiences of dealing with native speakers and authentic learning materials. They need to create new chances to learn on their own. This study shows that the advanced-level students are motivated by the opportunities of using their language skills to learn, to think and to achieve their personal or career goals, which distinguishes their learning motivation from beginning and intermediate-level learners’.
Based upon these findings about learners’ motivation as well as the recognition of experiences as a distinct offering, the researcher discusses which motivating experiences can be created at the various levels of both domestic and overseas Chinese language programs. The idea of “creating experiences” distinguishes this study from other research of language learning motivation. The goal of designing motivating learning experiences is to transform Chinese language students into lifelong, self-motivated and effective Chinese language learners.