| In this thesis,Chinese language education in New Zealand is divided into two categories.The first category is native Chinese language education in New Zealand.It is aimed at local students whose mother tongue is not Chinese,they choose Chinese as their second language learning.The theory L2 motivational self-system can be used to explain their learning motivation.The second category is Chinese heritage language education in New Zealand.It is aimed at Chinese students whose mother tongue is Chinese.They learn Chinese as inheritors.The theory of ethnolinguistic identity can be used to explain their learning motivation.The purpose of this study is to help Chinese educators in New Zealand recognize the differences between native Chinese language education and Chinese heritage language education.It is mainly reflected in that Chinese heritage learners have innate advantages of mother tongue,they have the language foundation,and have better performance in language sense.The native Chinese learners are generally at the starting point,the motivation of learning Chinese comes from their own interests.In order to achieve better teaching results,we should pay attention to these differences.Teachers should make a distinction between language skills and teaching methods of language elements,as well as the selection of teaching materials and the design of cultural courses.In view of the lack of high-quality Chinese teachers in New Zealand,this paper puts forward some suggestions to introduce experienced Chinese teachers from China.In view of the fact that not all schools offer Chinese courses,we suggest that the New Zealand government should formulate a national language policy to include Chinese as one of the second language learning options.In view of the weak learning motivation of some Chinese heritage language learners,we suggest that Chinese parents should strength their children's ethnic identity to enhance their learning motivation. |
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