MOTIVATION, MOTIVATION INTENSITY, USE OF CHINESE AND SELF-RATED CHINESE COMPETENCE.

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Bibliographic Details
Title:	MOTIVATION, MOTIVATION INTENSITY, USE OF CHINESE AND SELF-RATED CHINESE COMPETENCE.
Authors:	MEIHUA LIU
Source:	College Student Journal. Spring2017, Vol. 51 Issue 1, p63-76. 14p.
Subjects:	Academic motivation, Chinese language education, Student self-evaluation, Second language acquisition, Education
Geographic Terms:	China
Abstract:	This paper reports on the results of an investigation of the relationships between motivation, motivation intensity, use of Chinese outside of class and self-rated competence in Chinese. Analyses of 162 questionnaires and 17 semi-structured interviews revealed the following findings: (1) the participants reported having high integrative motivation, instrumental motivation and motivation intensity to learn Chinese, and having a high use of Chinese outside of class, (2) integrative motivation, instrumental motivation, motivation intensity and use of Chinese outside of class were significantly positively correlated; use of Chinese outside of class was significantly positively and motivation intensity significantly negatively correlated with self-rated competence in listening Chinese, and (4) use of Chinese outside of class and motivation intensity were powerful predictors for self-rated competence in Chinese. These findings indicate that contact with the target language is crucial in enhancing motivation and competence in the language. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	This paper reports on the results of an investigation of the relationships between motivation, motivation intensity, use of Chinese outside of class and self-rated competence in Chinese. Analyses of 162 questionnaires and 17 semi-structured interviews revealed the following findings: (1) the participants reported having high integrative motivation, instrumental motivation and motivation intensity to learn Chinese, and having a high use of Chinese outside of class, (2) integrative motivation, instrumental motivation, motivation intensity and use of Chinese outside of class were significantly positively correlated; use of Chinese outside of class was significantly positively and motivation intensity significantly negatively correlated with self-rated competence in listening Chinese, and (4) use of Chinese outside of class and motivation intensity were powerful predictors for self-rated competence in Chinese. These findings indicate that contact with the target language is crucial in enhancing motivation and competence in the language. [ABSTRACT FROM AUTHOR]
ISSN:	01463934