A Case Study On Chinese Learning Motivation Of Chinese Descendants Abroad From The Perspective Of Directed Motivational Current

With Chinese fever heating up continuously and online teaching springing up exuberantly in recent years,overseas Chinese learners are becoming younger and younger.Chinese descendants abroad usually speak Chinese and the language of the country they live in.They are always good at listening and speaking,but most of them know few Chinese characters and have a bad command of reading and writing.They do not know much about China’s history,development and reality.Their study motivation mainly comes from family due to a lack of exam pressure.With the passage of time,if the motivation is not strengthened,not only will their Chinese ability be eroded,but they may even gradually lose their Chinese cultural identity.Therefore,it is significant to study the diachronic changes of Chinese descendants abroad’s individual motivation,the reasons for the changes,as well as the individual differences of Chinese descendants abroad ’s motivation in Chinese learning.The study consists of five chapters.The first chapter is the introduction,including three parts:research background and significance,literature review as well as research contents and methods.The second chapter is the design of orientated and quantitative research.The third chapter reaches the conclusion by analyzing the individual characteristics of the learning moti vation components of Chinese descendants abroad:In terms of cross-cultural identity,the children without Directed Motivational Current experience have weaker cultural and ethnic identity,which is mainly influenced by the limitation of language level.In terms of learning motivation,whether they have experienced Directed Motivational Current,their external influence motivation mainly comes from their parents and acquaintances instead of school.Those who experience the Directed Motivational Current are stimulated more by intrinsic needs.The older ones have obvious integrated and instrumental motivation,especially the instrumental one,while the younger ones have unclear motivation orientation in this aspect.In addition,online learning and textbook level also have impacts on the learning situational motivation of Chinese descendants abroad,especially those who don’t experience Directed Motivational Current.In terms of learning engagement,those with Directed Motivational Current experience have higher behavioral involvement,cognitive involvement and emotional involvement than those without Directed Motivational Current experience.The fourth chapter draws a conclusion by analyzing the results of 8 quizzes and self-evaluating motivation scores of 3 Chinese descendants abroad:the four dimensions of Directed Motivational Current,which includes clear long-term goal,setting and completion of sub-goal,positive emotional experience as well as learning habits and quiz scores,all play a positive role in promoting learners’ Learning motivation.These four dimensions form an interactive relationship.It presents the interconnected and nonlinear influential relationship.The fifth chapter,on the basis of the conclusions above,comes up with following suggestions on online teaching and motivation promoting for Chinese descendants abroad from three aspects:first and foremost,implement differentiated teaching methods to enhance students’ senses of achievement;increase the input of culture teaching and integrate interest into teaching;take full advantage of online teachingtechnology and display three-dimensional image of China.Secondly,carry out the home-school cooperation to create a Chinese communication environment and provide understandable input information;organize educational activities according to students’ academic level;pay attention to the growth of students and have more emotional communication;improve the function of online teaching platform and enrich online teaching tools.Last but not least,smooth communication channels between home and school to ensure parents’ supervision and cooperation;assist beginning learners to set goals and encourage intermediate and advanced learners to set goals independently;establish multiple ways of homework submission and reward to bring positive emotional experience;attach importance to process evaluation and enhance students’ self-confidence and willpower.