Lingling Wang,Shuhang Chen,Yu Zheng

German, as a significant European language, has seen increasing interest among Chinese students. This study investigates the learning motivation of 1851 German as a Foreign Language (GFL) students from 57 universities in Beijing, Shanghai, Guangdong, and Jiangsu. Drawing on Gardner's and Lambert's theory of learning motivation, Dörnyei's "Components of Foreign Language Learning Motivation," and the L2 Self-System model, this research aims to delineate the current patterns and types of learning motivation among Chinese GFL students. The analysis reveals that these students generally exhibit an above-average motivation to learn German, predominantly driven by instrumental motives. The study also identifies notable regional variances in learning motivation, with students in Shanghai and Beijing showing higher motivation levels. Correlations were observed between learning motivation and several factors, including students' prior German learning experiences, their satisfaction with German courses, and the clarity of teaching objectives. Crucially, this research demonstrates that individual learning objectives significantly impact students' motivation, emphasizing the need to incorporate development principles within language education frameworks. This approach is pivotal in cultivating enduring and effective learning paths for Chinese students learning German.

Chinese Students’ Motivation; Languages Other Than English (LOTEs); German as a Foreign Language; Effective Learning

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