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Learning motivation for Chinese as a second language and the implications on teaching Chinese as a second language


Trabajo, 2015

12 Páginas, Calificación: 1,3


Extracto


Table of Contents

1. INTRODUCTION: WHY DO STUDENTS LEARN A SECOND LANGUAGE?
1.1 Gardner's motivational theory: socio-educational model
1.2 Specifications of the socio-educational model: internal structure model
1.3 Findings according to the internal structure model
1.4 Specifications for heritage learners

2. WHY DO STUDENTS LEARN CHINESE?
2.1 Heritage learners
2.2 Non-heritage learners

3. WHAT DOES THIS MEAN FOR CHINESE LANGUAGE TEACHING?

4. CONCLUSION

5. TABLE OF FIGURES

6. LITERATURE 13

Final del extracto de 12 páginas

Detalles

Título
Learning motivation for Chinese as a second language and the implications on teaching Chinese as a second language
Universidad
University of Göttingen
Calificación
1,3
Autor
Año
2015
Páginas
12
No. de catálogo
V450283
ISBN (Ebook)
9783668838628
ISBN (Libro)
9783668838635
Idioma
Inglés
Palabras clave
learning, chinese
Citar trabajo
Holger Weinreich (Autor), 2015, Learning motivation for Chinese as a second language and the implications on teaching Chinese as a second language, Múnich, GRIN Verlag, https://www.grin.com/document/450283

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