A Research On The Motivation Of Less Commonly Taught Language Learners

With the acceleration of globalization,many countries have increasingly realized the significance of language.They introduce and implement either explicit or implicit language policy and language planning.In China,policies like “National program for medium and long-term educational reform and development(2010-2020)” and“Action Plan for Studying Abroad in 2015-2017” emphasize the cultivation of qualified personnel of less commonly taught language.With the transformation of research paradigm from pedagogy to learners in the field of foreign language education,learners' foreign language learning motivation attracts more and more attention.However,researchers have not paid much attention to less commonly taught language and its learners.In fact,learners' foreign language learning motivation is closely linked with language planning and language policy,because their language learning and language use can reflect language policy at the micro level.Meanwhile,learners' foreign language learning motivation is a response to language policy to some extent.The pilot research indicates that most less commonly taught language learners know little about their program,and they are pushed by many external factors.According to these features,this thesis builds on the third generation of activity theory,namely the triangle model.Depending on 30 less commonly taught language learners who learn Portuguese,Thai language,Hindi,Indonesian,Persian or Swahili,and with the methods of semi-structured interview and class observation,this thesis tries to describe and analyze the motivation of less commonly taught language learners and its influencing factors.This thesis reveals that the initial motivation is crucial to maintain the motivation during the learning of less commonly taught language,and learners' beliefs function as a mediational tool.Furthermore,learners' dynamic motivation is relevant to subject,object,tools,community,rules and division of labor,on the basis of which this thesis also presents a model of learning motivation of less commonly taught language learners.In the end,this thesis summarizes the problems existing in the construction of less commonly taught language program and puts forward some suggestions.