000			02289nam a22002417a 4500
005			20231020094353.0
008			231019b ||||| |||| 00| 0 eng d
022			_a 0022-0671
082			_a 370
100			_a Peijian Paul Sun,Qing Yang and Xiaoming Hou
245			_a New Zealand primary school students’ motivation and strategy use for learning Chinese-as-a-foreign-language (Journal Article)
260			_a USA _b: Taylor and Francis Group _c,2023
300			_a159-170 p
440			_aThe Journal of Educational Research , _v Volume 116, 2023 - Issue 3
520			_aThis study examined young learners’ motivation and strategy use for Chinese-as-a-foreign-language (L2 Chinese) learning in New Zealand. A total of 1157 primary school students from 29 primary schools were recruited for the study. The results revealed that primary school young learners’ overall motivation and strategy use for L2 Chinese learning was relatively inadequate. Furthermore, grade, ethnicity, and learning length were found to be significant joint factors differentiating young learners’ motivation and strategy use for L2 Chinese learning. Lastly, canonical correlation analysis was performed to measure the relationship between the two sets of variables, namely, motivation and strategy use. It was found that there was a strong canonical correlation between motivation and strategy use in L2 Chinese learning. Specifically, primary school young learners who were more driven by motivational visions, internal motives, and external motives would employ more metacognitive, cognitive, and compensation strategies but less social strategy in the process of L2 Chinese learning. The implications of these findings were discussed in terms of how to enhance young learners’ motivation and strategy use for L2 Chinese learning. Future research should delve further into L2 Chinese young learners’ motivation and strategy use by taking into account the limitations of this study. ***______{For Hard Copy, Please visit Library.}________***
650			_aMotivation
650			_astrategy use
650			_aL2 Chinese learning
650			_aprimary school young learners
650			_aNew Zealand
856			_u https://doi.org/10.1080/00220671.2023.2227846
942			_cPER
999			_c44518 _d44517