Research On Chinese Learning Demotivation Of Overseas Students In China

In the process of learning a second or foreign language,demotivation in learning is a common phenomenon.Certain achievements have been made in researching into learning English as a second or foreign language,but none has put a mature theory into shape.We believe that among undergraduate overseas students in China,many are experiencing or have experienced Chinese language learning demotivation.This research applies both qualitative and quantitative approaches to explore the phenomena and ultimate causes of Chinese learning demotivation of overseas students in China.Based on the L2 Motivational Self System theory and psychological theories about motivation,this research establishes a hypothetical model of L2 learning demotivation as a first step.To verify and adjust this model,we use empirical approaches including questionnaire,cases study,and semi-structured interviews to collect materials and then we use Grounded-theory and Structural Equation Modeling to analyze these materials.By analyzing the 341 valid questionnaires with SPSS,we found out that Chinese learning demotivation happens universally among overseas students study in China.42.8% of the students with valid questionnaire have experienced demotivation in their Chinese study,among which 9.4% had comparatively serious demotivation.The extent of declining in Chinese study is related to students' major and nationality.Students who study in International Chinese Education lose their Chinese learning motivation at a lower level compare to students who study for other majors,while Japanese and Korean students seem to demotivate in Chinese learning in a much worse way than students from other countries.In order to enrich the whole picture with more details,we choses four typical individual students as additional study cases.To testify our hypothetical model and to name the ultimate causes of students' Chinese learning demotivation,this research uses qualitative and quantitative approaches to double test our model.For the quantitative end,Grounded-theory is used to analyze 193 valid retrospective papers we collected from students and hence to establish a theoretical model based this theory.As for the qualitative test,AMOS and SPSS are used to analyze data collected from questionnaires,for the purpose of the establishment of a Structural Equation model.In the end,by comparing the two test models,we adjust and finalize the model of Chinese learning demotivation,thus come to a conclusion of Chinese learning demotivation theory.Through the study above,we found that the main cause of students' demotivation in Chinese learning is self-discrepancy,including too big or too small of a gap between the Possible Self(the Ideal Self and the Ought Self in learning process)and the Actual Self during Chinese learning.Self-discrepancy leads to Chinese learning demotivation behaviors through several cognitive factors of an individual,including direct factors as negative feelings and emotions,and the declining of the expected value for learning Chinese,and indirect ones such as the loss of both self-efficiency and goals in learning.Based on the results of the study,we can finally define Chinese learning demotivation as overseas students' negative intentions(eg: don't want to go to school or do homework),avoidance behaviors(eg: late or absent for class),and low-input behaviors(eg: easily distracted in class,less time in Chinese learning outside of class)caused by inappropriate self-discrepancy during Chinese learning process.To restrain and control the motivation recession in Chinese learning,effective solutions could include adjusting one's cognitive recognition toward Chinese learning process,increasing opportunities of using Chinese to communicate,releasing stress,and seeking for help from others.