A Study on the Approach to Motivation Enhancement for Chinese Learning in Rwanda from the Perspective of Cultural Field
DOI:
https://doi.org/10.18063/cef.v3i3.807Keywords:
Cultural field, Rwanda, Chinese learning, Motivation enhancementAbstract
With the deepening of Sino-Rwandan relations, the field of Chinese language use in Rwanda has gradually expanded. However, studies show that Rwandan students face a lack of motivation in learning Chinese. This study, based on Bourdieu’s theory of cultural fields and a theoretical framework concerning learner self-perception in second language acquisition, identifies key factors influencing Chinese language education practice, including capital, habitus, teachers, students, and educational practices. The study proposes corresponding strategies to enhance student motivation, which are summarized in five key areas: teacher competence, teaching content, teaching methods, students’ career development, and their perceptions of China or the Chinese language. By implementing these multidimensional strategies, it is possible to effectively enhance the motivation of Rwandan students in learning Chinese and contribute to the continued strengthening of Sino-Rwandan cooperation.
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