Abstract
With the application of the retrospective narrative research method, this study investigates the learning trajectories and internal experiences of 18 advanced Chinese learners in Thailand. The findings show that the generative model of their Chinese learning motivation follows the model of “[external stimulus ↔ individual cognition] + mediating conditions,” embodying intricate, dynamic, and socially embedded attributes. Specifically, individual cognitive characteristics include environmental sensitivity, the establishment of long-term goals, and differences in interests. Meanwhile, the external stimuli encompass the allure of the Chinese cultural symbols, the impact of “significant others,” and the aspirations tied to ethnic identity and ancestral language preservation. Additionally, individual cognition encompasses language learning interest, the perceived economic utility of language proficiency, and the weighing of personal development trade-offs. The mediating conditions include the support from Thailand’s educational policies, professional backing from academic institutions, and developmental power capital, among other factors. In light of these findings, the following considerations warrant emphasis in international Chinese language education: (1) broadening learners’ perspectives to facilitate a comprehensive appreciation of the target language’s value and foster a multifaceted learning outlook; (2) highlighting the pivotal role of social and cultural contexts and advocating for learners’ early immersion in the “authentic target language environment”; (3) the instrumental role of students’ families for the transmission of the ancestrallanguage; (4) prioritizing the professional development needs of learners to enhance their language acquisition journey.
Key words
advanced Chinese learners /
learning motivation /
generative model /
Thailand
Cite this article
Download Citations
Zhang Qianwen.
A Narrative Study of the Generative Model of the Learning Motivation of Advanced Chinese Learners in Thailand#br#[J]. Chinese Journal of Language Policy and Planning. 2025, 10(5): 44-54 https://doi.org/10.19689/j.cnki.cn10-1361/h.20250504
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}