Learning Mandarin. The relationship between Mandarin classroom learning environment and students’ motivation to learn Mandarin

      Аннотация: This book investigated the relationship between the Chinese language classroom learning environment and Grade 8 students‘ motivation to learn the Chinese language at four Chinese Independent High Schools in the Klang Valley. This study was designed to investigate students’ perceptions towards their Chinese language classroom learning environments in six areas, namely ‘Student Cohesiveness‘, ‘Teacher Support‘, ‘Involvement’, ‘Cooperation‘, ‘Task Orientation ‘Equity‘ in Chinese Independent High Schools in Malaysia, using the Chinese Language Classroom Environment Inventory (CLCEI) developed by Chua (2004). The findings of this study are as follows: a. Except for the Involvement subscale, students perceived their classroom learning environment on the 5 subscales positively. b. Except for the student involvement subscale, female students? perception scores were higher than that of their male counterparts on all the other 5 subscales of the CLCEI. c. Students in general, felt good about their Chinese language classroom learning environment, and were positive about their learning environment. d. The highest correlation was observed between Motivation and the Task Orientation subscale.

Ключевые слова: Chinese language, classroom environment, Students’ motivation