Citation

Chinese in The Deep South: Students' Motivation and Teachers' Responses

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Abstract:

This study examines Chinese learners’ multivariate motivation and teachers’ role as transformative intellectuals. The investigation is conducted in 95 Chinese programs located in the Deep South (Alabama, Georgia, Louisiana, Mississippi, South Carolina). The findings suggest that a discrepancy exists between learners’ motivation and teachers' perceptions of their students' needs.
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Association:
Name: ACTFL Annual Convention and World Languages Expo
URL:
http://www.actfl.org


Citation:
URL: http://citation.allacademic.com/meta/p306370_index.html
Direct Link:
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MLA Citation:

Zhang, Xiang. and ye, lijuan. "Chinese in The Deep South: Students' Motivation and Teachers' Responses" Paper presented at the annual meeting of the ACTFL Annual Convention and World Languages Expo, San Diego Convention Center, San Diego, CA, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p306370_index.html>

APA Citation:

Zhang, X. and ye, l. , 2009-11-19 "Chinese in The Deep South: Students' Motivation and Teachers' Responses" Paper presented at the annual meeting of the ACTFL Annual Convention and World Languages Expo, San Diego Convention Center, San Diego, CA <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p306370_index.html

Publication Type: CLTA Paper
Review Method: Peer Reviewed
Abstract: This study examines Chinese learners’ multivariate motivation and teachers’ role as transformative intellectuals. The investigation is conducted in 95 Chinese programs located in the Deep South (Alabama, Georgia, Louisiana, Mississippi, South Carolina). The findings suggest that a discrepancy exists between learners’ motivation and teachers' perceptions of their students' needs.


Similar Titles:
Do different motivations to become a teacher lead to different results in their student achievement?: The case of South Korea

Teacher-Student Relationships: The Effects of Student Motives, Relationship Development, and Communication on Student Learning

The Interaction Effect of Teacher Self-Disclosure Valence and Relevance on Student Motivation, Teacher Liking, and Teacher Immediacy


 
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