The purpose of this study is to investigate students’ motivation and gender differences in learning Chinese as a foreign language between female students and male students from Korea. Furthermore, this method denotes that students’ motivation was measured through a self-report questionnaire based on Gardner′s Social Psychological Model. The questionnaire contained close-ended questions to provide both quantitative and qualitative information. These findings suggest that students were highly motivated toward learning English. There are significant differences found between genders. This was particularly the case for the female students who showed significantly higher instrumental motivation in learning English. The present study examined gender-based differences in motivation. We will make a quantitative analysis to investigate and discuss the gender differences in language motivation found in the questionnaire carried out with Korean students learning Chinese as L2 in this University. The results have shown that female students have stronger motivation than male students. Female students tend to show greater integrative motivation using a wider range of learning strategies;to show more comprehensive learning motivation and positive attitude in language learning;to show a higher interest in both Chinese language and Chinese culture. To shed light on language learning motivation according to gender difference, questions about L2 motivation are worthy of empirical investigation.
展开▼
