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• W253277527 abstract "Abstract This article reports on a case study conducted in 2006-2007 which explores boys' motivation for choosing Chinese Second Language (CSL) as an elective in secondary school. The purpose of the study was to find out what factors encouraged or discouraged junior secondary school boys in their choice to continue CSL. 133 boys aged thirteen-fourteen years old from an independent K-12 boys' school in Melbourne participated in the study. We collected data through a questionnaire and our findings reveal that extrinsic motivation played an important role when boys chose to continue CSL as an elective, but intrinsic motivation was the major contributing factor to their quitting CSL. We found that family members and CSL teachers greatly influenced the boys' choice to continue CSL. It is also possible that ethnicity had a strong effect on the choice to continue CSL. We explore the educational implications of these findings and offer suggestions on how to encourage more secondary school boys in this age group to choose to continue CSL. Key Words Boys' motivation, second language choice, intrinsic and extrinsic motivation [ILLUSTRATION OMITTED] Introduction Any discussion of choice in education needs to explore the motivations behind these choices. Much research has been carried out on motivation in second language acquisition and second language learning over recent decades (Gardner & Lambert, 1972; Taylor, Meynard, & Rheault, 1977; Crookes & Schmidt, 1991; Finegan, 1999; Norris-Holt, 2001; McKenzie-Brown, 2006), but little has been undertaken on exploring motivation as a contributing factor to the choice of a second language as an elective subject in secondary school. There is a limited amount of information on what encourages and discourages learners to continue a particular second language in the formal language teaching context. This study investigates the motivation of boys to continue or discontinue their study of Chinese as a Second Language (CSL)in secondary school. The participants were Year 8 students (n = 133) aged thirteen-fourteen in a Melbourne-based independent K-12 school with a total student population of 1241 boys. A modified version of Hajdu's (2005) list of motivating factors was used as a questionnaire to survey the boys' motivations in choosing to continue CSL. Quantitative analysis of the responses indicates that extrinsic motivators such as family members and CSL teachers played a significant role in motivating the boys to choose CSL as their preferred elective. By contrast, intrinsic motivation, namely, a lack of interest in the subject, was the major contributing factor to the decision to quit CSL While centered on CSL, these findings could have significant implications for student choice of other languages, as well as for the professional development of language teachers. Motivation studies Defining motivation Motivation refers to the willingness people show in achieving the goals set in life. It has been the subject of study in psychology and neuropsychology for decades and several theoretical frameworks on motivation are common instruments for researching the field. One of the earliest lines of theoretical thinking to appear was the Drive Reduction Theory proposed by Hull (1943), in which motivation is understood to be reduced if the drive to meet basic biological needs is not being stimulated. For instance, a hungry person's motivation to eat will be reduced once the tension that hunger produces diminishes. This was followed by the Needs Hierarchy formulated by Maslow (1943), which identifies five different types of human needs and places them in a hierarchical order, ranging from the basic to the most complex. The higher the need met, the more satisfied a person will be. Almost two decades after Maslow, McClelland (1961) created his Needs Theory, which classifies human needs into three broad categories--achievement, power and affiliation--each of which influences an individual's behaviour to a certain degree Looking at the shorter term, the Expectancy Theory established by Vroom (1964) focuses on the link between three variables in motivation: effort, performance and outcomes. …" @default.
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• W253277527 date "2009-05-01" @default.
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• W253277527 title "Why Do or Don't Boys Choose Chinese as an Elective in Secondary School?." @default.
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