An educator’s approach towards learners’ motivation: qualifications, challenges and prospects
Within the last decade, the amount of Chinese language learners in Europe has rapidly increased. As for Russia in order to fulfill the expectations of enrollees and students most of the educational institutions are eager to include Chinese into their curricula. At some regions of Russia Chinese language teaching starts at primary school, Chinese class as an elective course gradually becomes a compulsory course. Next year for the first time will be held the Unified State Exam on Mandarin Chinese at secondary schools. Nowadays teaching of Chinese exceeds the scope of classical Chinese studies, new courses and textbooks are to be created. In terms of educational process Confucius Institute plays a pivotal role, especially for the regions where Chinese has never been taught previously. Both learners and educators pay more attention to preparation for the Chinese Proficiency Test HSK, as soon as it becomes a common requirement for further career. A learner’s motivation is frequently closely connected to his activity, e.g. implementation of the “China Friendly” Program means an elementary Chinese skill for the employees to remain employed. As for educators new demands create new challenges, e.g. modifying of learning vocabulary according to the learners’ needs etc. Thus there are some issues for consideration. What should an educator provide for the learners? What kind of qualification he should possess? How can he be qualified? How can he help learners’ motivation? How to avoid routine and seek for inspiration?
Motivation of learning Chinese as a foreign language in Russia: Chinese dining manner as an example to explore the relation between learning motivation and cultural awareness
Motivation plays a significant role in Chinese language learning. It is not only relevant to language learning efficiency but cultural awareness. Based on the cognitional aspect of motivation theory, motivation is a learning process which related to surrounded environment. Language learning environment should be able to provide leaners sufficient cultural stimulation and language input to facilitate the motivation of leaners. To Chinese language learners in Russia, cultural stimulation of Chinese is insufficient to support their learning process. Thus, how to promote the cultural awareness in Chinese language learning process is a pivotal issue to discuss.
According to the relevant theory, learners connect the new assumption with previous knowledge, which is the old assumption. If the new assumption is similar or extending the old assumption, the new assumption will be accepted. On the contrary, if the new assumption in conflict with the old assumption, either the new assumption replaces the old assumption or the new assumption be refused to accept. The assumption is based on the maximum of relevance in utterance. It can be referred that Chinese language learners need sufficient cultural inputs to reach the aim of comprehending Chinese learning materials. The process has a huge impact on their motivation facilitation.
Chinese dining manner is a significant symbol of Chinese culture. Chinese language learners are able to explore Chinese culture and custom through learning Chinese dining manner. Via the process of learning Chinese dining words such as ‘勸酒’, ‘做東’ and ‘入座’, learners attempt to connect the culture awareness between Chinese and Russia. By comprehending the meaning of Chinese dining manner, the new assumptions are built. It is referred that motivation of learning Chinese may be promoted as well.
The research is based on the relevant theory aspect to discuss cognitive motivation of Chinese learning in Russia. There are some words related to Chinese dining manners are selected to test the cultural awareness of Russian students who learn Chinese as a foreign language. These Russian students also attend the interview. According to the result, the research will discuss the relation between Chinese learning motivation and cultural awareness.
Dr. Raibaud Martine
Study of cultural exchanges between China and Europe to strengthen French students' motivation in learning Chinese.