Abstract
This paper investigates the motivation of Chinese university students in learning Languages other than English (LOTEs) through the lens of Self-determination Theory, exploring the difference in motivational types among different subjects of 75 university students who are English, LOTE and non-language majors who took part in the questionnaire-based study. Students’ motivation was measured using Noels et al.’s (2000) Language Learning Orientation Scale-Intrinsic Motivation, Extrinsic Motivation and Amotivation Subscales (LLOS-IEA). Results show that overall Chinese students are more intrinsically motivated to learn LOTE out of personal development and satisfaction. This study also assessed whether students who learn different subjects differ in motivational types. The results of the between-groups ANOVA indicated that external regulation significantly differs among individual with different majors. Tukey’s HSD post hoc analysis showed that individuals who are studying English or LOTEs are more likely to have feelings of obligation to study and have external pressured contingencies than those who are studying non-language subjects. Finally, this study also empirically validates the application of SDT in China.
Author Information
Lianxin Li, Bishop Grosseteste University, United Kingdom
Paper Information
Conference: ECE2022
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ECE2022 Conference Proceedings (View)
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To cite this article:
Li L. (2022) The Motivation of Chinese Students in Learning Foreign Languages Other Than English ISSN: 2188-1162 The European Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2022.35
To link to this article: https://doi.org/10.22492/issn.2188-1162.2022.35
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