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Self-Determination, Motivation
and the Learning of Chinese as
a Heritage Language
Group Members: Psyche KEUNG Shuet
Illie TANG Weizhi
Joy ZHENG Yuan
Classroom Group Presentation
Med: Methods of Research and Enquiry-TCSL (Part-time Group)
Instructor: Dr. LAI Chun & Dr. Bennan Zhang
Research Evaluation and Discussion
Self-Determination, Motivation, and the
Learning of Chinese as a Heritage LanguageAuthors
Ruxandra Comanaru, Kimberly A. Noels
Aim & method: the motivation of 145 learners of Chinese was examined in light of self-determination theory through a questionnaire survey.
Results: the more learners felt personally meaningful and fun (self-concept), the more they engaged. There were few differences between heritage learners who Chinese L1 & English L1 social psychology standpoint, regardless of Chinese proficiency, subgroups of heritage language learners may be more alike than different.
Abstract
Abstract: Check
The sample and methods briefly described.
Results of the study summarized.
The relevance and importance of the study not mentioned.
Representative overview of the topic, background details.
Keywords
Heritage Language Learning
Self-Determination Theory (SDT)
Second Language Acquisition (SLA)
Social Identity
Ethnic Identity
Chinese
Motivation
Background of
Heritage Language Learning (HL)
A significant social, political, and economic issue in North America.
Linguistically and social-psychologically different from FL (knowledge of the language, motivation, attitude, goals)
Recent overviews: more work on linguistic profile of HL learners vs. non-HL learners, but less on motivational & affective profiles
(see Brintion, Kagan, & Bauckus, 2008; He & Xiao, 2008)
Defining the HL learners
Differ from FL learners: background knowledge, language skills, familiarity with the culture, motivation, and other factors make them a special class of language learners (Kondo-Brown,2005; Duff,2008; Campbell & Rosenthal, 2000; Lee, 2005)
Within the HL category:
“student who is raised in a home where a non-English language is spoken…” (Valdes, 2001)
“the ancestral language of an individual or group, regardless of whether that language is still used in the home” (Fishman, 2001; Noels, 2005)
“a heritage motivation” (Van Desusen-School, 2003)
LOOK INTO affective factors that differentiates groups of learners.
“goal directed, expends effort, persistent, attentive, has desires, exhibits positive effect, aroused, expectancies, self-confidence, reasons” (Gardner,2006)
Most important Prediction of proficiency: Motivational intensity the sustained effort
Motivation for HL learners
…to gain linguistic skills, to enhance career opportunities, to fulfill academic requirements
Theoretically (Gardner, 1985):
1. Integrative orientation: interest, positive attitudes and desire for social interactions with the language community
2. Instrumental orientation: goal of learning a language to achieve certain pragmatic benefits (e.g. job requirement)
1&2 to predict motivation and language proficiency
Defining Motivation
Self- Determination theory (SDT)(self-concept, internalization)
“self determination is the quality of human functioning that involves the experience of choice…and internal perceived locus of control” (Deci&Ryan, 2000)
1.Intrinsic motivation:Based solely on interest and pleasure, “in the absence of a reward contingency or control”, voluntarily, approach it with imagination and creativity, curiosity and enthusiasm.
2. Extrinsic motivation
a. External regulation, in order to achieve a reward or avoid a punishment.
b. Introjected regulation: in order to temper internal pressures, for ego enhancement
c. Identified regulation: for personal relevant reasons
d. Integrated regulation: already intergrated the process of learning into one’s being, consistent with other life goals (Deci & Ryan. 1985)
Defining Motivation
Defining Motivation: Check
An coherent and objective summary of the current
state of the theoretical framework of the study.
Learners of Chinese in Canada: large-scale Chinese Migration since 90s
Conditions for achieving bilingual proficiency: home, school and societal factors, feelings of pride and belonging to the culture (Li,2006)
Positive Chinese learning experience: ethnic pride, exposure to Chinese media, practice of Chinese customs, and self-assessed proficiency
A supportive community for HL maintenance
Chinese HL Learning
For optimal psychological functioning(Deci & Ryan, 1985)
Autonomy: feeling of pursuing this activity for one’s
own will, for personal desires, without external factors
key to more internalized regulation and stronger SD
Competence: perception of ability in performing the
activity
Relatedness: a sense of warmth, security, and
connection between the learners and other people in
that social context
Relevant Study Background
Investigates the social-psychological
differences and similarities between :
HL and non-HL learners in university-level
Chinese classes,
Subgroups of HL learners
Relevant Study Background
SDT
intrinsic motivation: feelings of pride and belonging to the culture
extrinsic motivation:
- Autonomy (Key)
- Relatedness
- competency
Relevant Study Background
Relevant Study Background:
Check
More relevant research background.
Background to understand how the study fits in with
other research.
Research Objectives
To explore the similarities and differences in the
motivational profiles of subgroups of language learners
(Comparison).
To extend previous research to a group of HL learners who
have relatively ready access to their language community.
To discover whether intrinsic and self-determined extrinsic
orientations predict motivated engagement in the learning
process and language community (Correlation).
To consider the relations between orientations and
autonomy, competence and relatedness (Correlation).
Research Objective
3 Groups
Orientation related internal similarities and differences.
Orientation × Engagement in Learning Process/Community.
Orientation × Psychological Needs (Autonomy,
Competence and Relatedness)
Methods
Survey Research with questionnaire that consisted of
assessment instruments adapted from existing
measures to fit the Chinese language context.
Survey location: outside of class
Survey duration: one week
Research Design: Check
Ethic issues informed
All items and variables are clearly defined.
“One week outside the class” may cause problems,
which includes external influential factors, Changing
minds .etc. How could we know that they students
complete the survey individually?
Sampling: Check
Total sampling size and group sampling size are all
larger than 30 (minimum requirement).
Why these 145? The sample background and course
information is not mentioned. What is “University
Level”, What is the background information of this
“credit-bearing Chinese courses”?
Sampling: Groups
Parental Linguistic Background and
L1
Total 145
Chinese-Chinese Group
71
English-Chinese Group
36
Non-Chinese Group
33
Response Rate: 96.5%
Factual Information
Gender
L1
Parental Linguistic Background
Ethnic Background
Status of Residency (including length of residence)
Origin
Chinese Language Proficiency Level
Subgroup: Chinese-Chinese
Gender
men
women
Parental Linguistic Background
Both parentswere Chinesenativespeakers
Level
Beginner
Intermediate
Advanced
•All Chinese or hyphenated
background
•Age Range: 18~33
(M=20.49, SD=2.77)
•Almost 90% were
Canadian citizens or PR
Subgroup: English-Chinese
Gender
Men
Women
Parental Linguistic Background
Both parentswere Chinesenativespeakers
Level
Beginner
Intermediate
•Age Range: 18~24 (M=19.97,
SD=1.57)
Ethnical Background
Chinese
Mixed
Subgroup: Non-Chinese
Gender
Men
Women
•Age Range: 18~54 (M=22.26,
SD=6.06)
•Age that Started Learning Chinese:
15~47 (M=20.59, SD=5.89)
•Year of Taking Chinese Courses: 1~4
(M=1.55, SD=0.92)
•All Canadian Citizens and Canadian
or European Descents.
Level
Beginner
Intermediate
Grouping: Check
Grouping criteria were stated and the factual
information of each subgroup was given.
Why three groups? Why distinct EC and CC?
The components of students in each group vary a lot.
Sample size are different-Notes 3.
L1 and parental linguistic background as grouping
criteria are relatively ambiguous.
Instruments: Question Type
Closed-ended questions with rating scale 1 (‘does not
correspond at all’) to 7 (‘correspond exactly’).
Single-item indices.
Open-ended questions
Instruments: Check
All adapted from existing measures.
Cronbach’s alpha index of internal consistency is
taken into account.
Whether these instruments fit the Chinese language
context is not justified.
The validity and reliability of the instruments need to
be further checked.
Motivational Orientations-Instruments
Randomly adopted from Noels et al (2000)
33 items in total
SDT 29
Intrinsic Motivation
11
Extrinsic Motivation
18
Integrated Regulation
4
Identified Regulation
6
IntrojectedRegulation
5
External Regulation
7
Amotivation4
Motivational Orientations-Questionnaire Statements
• I love doing it.
• It is fun.Intrinsic Motivation
• It is an important part of how I define myself.Integrated Regulation
• Knowing Chinese helps me achieve goals that are important to me.
Identified Regulation
• Would feel guilty if I didn’t know Chinese.Introjected Regulation
• To gain the benefits which taking Chinese will provide.
External Regulation
• I don’t know.
• I cannot come to understand why I’m Studying Chinese.Amotivation
Psychological Needs: Self-perceptions of autonomy,
competence and relatedness-Instruments
adapted from Noels, Clement,
& Pelletier (1999)
19 items in total
Autonomy 4Competence
4Relatedness
11
Psychological Needs: Self-perceptions of autonomy,
competence and relatedness-Questionnaire Statements
• I study Chinese out of personal choice.Autonomy
• I have developed very good abilities as a Chinese student.Competence
• I feel a certain connection with Chinese and the Chinese-speaking world.
• In my relationships with other people in my Chinese class, I feel supported.
Relatedness
Psychological Needs: Self-perceptions of autonomy,
competence and relatedness-Results
Autonomy: NC>EC>CC
Relatedness: EC=CC>NC
Competence: No significant differences.
Engagement in learning-Instruments
15 items in total
MotivationalIntensity
10 items adapted from Gardner, Tremblay, and
Masgoret’s (1997)
Intention to Continue
5 items adapted from Noels et al. (1999)
Engagement in learning-Questionnaire
Statements
• I make a point [of] trying to understand all of the Chinese I see and hear.
MotivationalIntensity
• I intend to study Chinese again in the future.
Intention to Continue
Community Engagement-Instruments
7 items in total
Frequency 1
Quality 1Language
Use 1Chinese Identity 4
Adapted from the identity sub-scale of Luhtanen and Crocker’s (1992)
Community Engagement-Results
Frequency: EC=CC>NC
Language Use: CC>EC>NC
Quality: Same
Chinese Identity: Independent t-test comparing the
two HL groups’ levels of Chinese identity did not yield
a significant difference.
Reasons for learning Chinese-Instruments
Open-ended question: “In your own words, why are
you learning Chinese?”
Coded in coding scheme including ‘intrinsic,’
‘extrinsic,’ and ‘amotivation’ categories.
Sample Size: 87 out of 145Sample Origin
English-Chinese
Chinese-Chinese
Non-Chinese
Open-ended questions was used without being
justified.
Coding category changed without being justified.
Coding guidelines and examples are not provided.
Interrater (or intrarater) reliability not reported·
Information about the coders not provided.
Reasons for learning Chinese: Check
Statistical Methods:
Check All statistical methods used are clearly stated.
Data are well summarized an presented with
description and graphical methods.
Why Post Hoc Turkey?
Correlation Analyses
Orientations × Learning Engagement-TABLE 2
Orientations × Community Engagement-TABLE 3
Regression Analyses
Relative contribution of each of the psychological
needs to feelings of Self-Determination.
SDI: Self-Determination Index
Self-Determined Orientation of
Engagement
All groups of learners :
Self-determined orientations not consistently predict一致預計language use
The Implication of the Results for Pedagogy Discussed
Pedagog
y
Theory
multiple orientations inappropriateness of framing orientations as categorical and
exclusive.
Suggestions As to the Direction of
Future Research Provided
Consider HL learners with more varied degrees of
ancestral relatedness.
Qualitative study: Individual study greater depth of
analysis.
Longitudinal research : shifts in orientations, causal
directions, long-term consequences.