Education: Secon language Learning

Introduction

The purpose of this paper is to investigate the strategies that can be used in motivating young learners in studying Chinese language this has been brought about by the fact that there is a great need to connect to the world which has became just like a global village. Those strategies have been tackled and the key to studying Chinese language is motivation.

Chinese language has become popular in the entire world and this brings the need for the young learners to learn it as a second language. Hence learners should learn Chinese language not only for requirement in some school and exam purposes but also for globalization.

This research paper has tackled to a greater extent the second language which is learnt by a learner for various reasons. It has tackled the integrative and instrumental orientations which drives the learner into studying the second language. The issue of motivation has been tackled and how the motivation dictates the extent to which a motivated learner will be able to be competent in the second.

Literature review has extensively discussed the Chinese as the second language second language and the Gardner research has been used as resource information among other research. Chinese language has been overviewed to some extent and why the need for young learners to study Chinese. Some motivation theories have been tackled basing some of research upon Dornyei and Gardner motivational.

Some of strategies which increase the motivation of the learner to learn Chinese has been discussed basing more so on the student perspective environment and the teacher’s contribution towards the performance and motivation of the learners.

Chinese Language

According to David Crystal 1987, Chinese language consists of other languages which do vary to a certain degree and more than 7million people in the world speak a variety of this Chinese language as their first language. Those varieties are regarded as dialects of Chinese language instead of regarding them as various or separate languages. Eventually this was rejected by Mair & Victor H. (1991) who are linguists and sinologists.

Young learners should be conversant with basic information about Chinese language and the reason why they should learn Chinese as a second languge.The standard Chinese as an official language in china is recognized by United Nations as one of the mostly spoken languages in china republic. It is among the six languages that are mostly used in the china republic and also in the entire world.

Chinese is usually viewed as language family because all the spoken varieties usually use the same written system. There are many spoken languages that have evolved in china but written Chinese has not changed. All these languages are determined by the order of words.

They also depend on sentence structure of the language. Chinese do not have grammar inflections which include tenses, voices numbers. So young learner should be prepared psychologically about the diverse nature of Chinese language.

Second Language

The language that a person acquires later in life after becoming conversant with the mother tongue is referred to as second language; mostly denoted by L2. According to Pinker (1994), he argues that human beings are usually born with the capacity which is innate for language.

Lenneberg (1964) puts it that second language is the language that one acquires after puberty. He adds that the level of proficiency and fluency vary from one person to the next compared to the first language.

Hyltenstam and Abrahamsson (2003) depicts that it becomes more difficult for a learner to acquire the likeness of a native language after childhood. The same case applies to Chinese language So this brings the need for the Chinese language to be introduced when the learners are still young for them to acquire it in full.

When it comes to speed most learners who are taking chinese language may never become fully native like, although some degree of fluency may be achieved through practice.

Still children at age of five may have at least have acquired some mastery in their first language with a few vocabularies and some grammar structures. It is not still possible for one to acquire the language to the level of a native but to some extent children do better compared to adults.

When a young learner’s first language interferes with the Chinese language, this is regarded as language transfer. This usually happens as a result of influence of the first language to the second language. Consequently if one learns the Chinese language, a first language also tends to be affected in a way maybe the pronunciation and syntax.

There is also the likelihood of young learners over generalizing the Chinese language in a way it would not be acceptable in native language for example in English language one may over generalize the –ed rule to create past tense verb to every word for example the word ‘eated’ It is also good to note that young learners do vary in the rate at which they learn the second language; some may be quick while others may be slow.

This according to Stansfield, (1989) dictates that factors such as social and societal influences, personality, motivation and anxiety influence the individual variation of learning the second language.

Another factor which is also critical is the affective factor. This comes in when the learner’s attitude may be positive towards the second language. When the attitude of the learner is characterized by attention, interest it becomes easy for the learner to learn the Chinese language.

But anxiety in this case kills the success of learning. Also the perspective of a certain community towards the Chinese language is also to be considered because some communities may regard the Chinese language not fit for its people hence this may be detrimental to the success of the Chinese of the second language.

Students who are intrinsic motivated will have an added advantage when it comes to learning the Chinese language. This is because if the learner has got the genuine interest in Chinese language its more effective than the external motivation which maybe as a result of rewards.

In Lightbown (1990) cited by Brigit, (1994), he indicates that many techniques of teaching the second language has been over outdated which most likely relied upon teaching the student the vocabularies and rules in grammar, proved to be inefficient, rather learners should be allowed to use the language in communication purposes.

According to Tarone, Elaine, Swierzbin Bonnie (2009), Language teachers should engage themselves in research about how their learners are responding to the second language. This will enable them to see the features of the learners and be able to intervene and maximize their strategies on the pedagogy so that inter-language development is maximized.

Literature review

In second language acquisition, According to Gardner (1985), motivation is the effort desire to achieve learning of a second language. He adds that those learners who are motivated have the positive attitude and affection to the language they are interested in. they are focused towards achievement of the learning goal.

This usually enable them to put effort towards learning of the language hence motivation is the key and usually the base of learning of the language and any future performance can now be dictated by the outside forces.

Beimechri and Hummel (1998) states that orientation is usually the long range goal set by the learners which goes hand in hand with attitudes and these usually sustains the motivation to learn the second language. In Gardner’s Social education approach he puts motivation and orientation as two factors that a learner adopts in the learning of (L2).

According to Gardner (1994), a student might develop a particular orientation towards a language but still fail to be motivated to achieve the goal of learning the language. Still orientation and motivation may not dictate directly the achievement but they assist the individual to have a certain degree of effort which will positively influence this individual towards the learning of the language.

In the research done by Yan Wang in (2010) in China, the following issues were addressed:

• Whether integrative, instrumental and requirement orientation do exist in learning second language.
• Whether the above orientations and the intrinsic motivation of the learners are related.
• If the learner background will affect the degree to which they are motivated.
• And comparison between similarities and differences which appear in motivation of different second languages in China and in this case English, French and Japanese.

After the findings it was found that learners do learn the second language in China for the three orientations discussed above; that is integrative, instrumental and requirement, but it was also found that they do vary with their influence to the learner for example instrumental appeared to be the most important. Still the issue of passing examination brought up requirement orientation slightly above the integration reason.

Learner’s motivation may be affected by many factors but Integrative and instrumental orientation appear to be more dominant. When it comes to requirement orientation this is not usually very strong in learners’ motivation because learners may not be putting more effort to learn the second language because the school might not be motivating them.

The other factor is evident in that those students shoes family members had prior experiences such as living abroad, taking English as a core subject or using English at work place were found to be more motivated than those their families did not have related experiences. Hence family members also motivate other family members who did not have interest in the second language to embrace it and also to learn it.

The desire of students to learn second language was also stimulated in those students who there before had the chance to speak English outside the classroom with foreign friends hence if the learners were allowed to use the language rather than practicing it strictly in stimulated situation will allow the learner to develop intrinsic motivation.

Murphey and Dornyei (2003) confirms that those schools which allow conversation of second language skills with native speakers became more motivated unlike those schools which offer training per se and are mostly focused towards the passing of exams.

Also instrumental and integrative reasons are the most motivational force towards the learning of a second language. In essence this study shows that the motivation dictates the performance.

The integrative motivation works together with the learner’s desire in instilling the values necessary in learning a second language. An instrumental motivation on the other hand is to acquire competence and proficiency for the placement in places like jobs and a good earning occupation.

The choice of which the second language one is to choose is usually as a result of convenience. English like in China is preferred to others because of the policy in China which states English is the second official language in Chinese mainland.

According to Marsumoto, (2009) there is a positive correlation between the learners motivation and how they perceive teachers commitment when they are being taught. He supports that teachers who teach languages are of great fundamental when it comes to motivating the learner, but still learner proficiency also has got to be considered when it comes to motivation of the second language.

Hence teachers should be concerned in playing multiple roles in motivation of the students such as initiator facilitators, motivators, role models, mentors, consultants and mental supporters. (Ramage 1990).

Teacher and students do believe that good teacher-student relationship will always enhance the motivational behavior they both acquire. When the teacher encourages students to work harder and focus on their goal, not all those students find this behavior as motivating as the teacher does.

Oxford and Sheavin (1994), shows that motivation plays a very great role as far as success or failure of language is concerned hence the teacher has the greatest responsibility in motivating the learners. This is the reason regarded as a powerful motivational socialize and his aim should be focused towards becoming the best motivator.

The teacher should also be aware of the perception the students have towards them and how students perceive their motivational behavior. This should be used by teachers to improve their own behaviors. Second language motivation has been categorized in three levels.

The first one is the language level which is concerned more on culture and community this is usually depicted on the culture of the group involved and the beliefs the community have towards the learning of the second language.

According to Noel et al (2000) The reason for studying second language is not wholly related by achievement but effort put will dictate the motivation of the learner, Dornyei and Csizer’s (1998) observes that displaying motivating learner behavior, learner self-confidence, classroom environment and also proper presentation of the task are most motivating behavior.

Alison 2002 insists that quality of life of the student in the classroom should be of great concern. When learners integrate they do participate well in the learning of the language (Dornyei and Clement 2005).

Classroom environment should be the main focus so the teacher is supposed to put more emphasize in it (William and Bunden ,1997) It’s clear that attention and participation in class are two indispensable factors in the second language (Gardner and Lambert 1972).Learners who integrate well develop motivation and at the end the leadership skills become evident (Bess 1997).

Students autonomy should be emphasized because it leads to intrinsic motivation this is because when student are given the freedom to dictate what they want they do so whole heartedly (Deci and Ryan 1985).

In learning the second Language individualistic perspective and societal perspective creates some dilemma because the learner can get motivated due to his or her perspective while on the other hand it may be the expectation of the society(Abrahamson and Hyllestan 1999).Teacher should adopt different perspective to integrate into the classroom reality such as group dynamic (Schmuck 2001).

The diverse perspective usually assist the learner to have a deeper and broad understanding of the concepts. Assigning roles to all students keeps them on toes because each student is expected to contribute towards an activity for instance time keeping, task initiator and so on(Cohen 1994)

The second level is the learner level which depicts the learner’s characteristics which is reflected in the classroom such as self confidence and anxiety. The third level is situation-specific motives.

This is still has got three components which are related to syllabus, teaching materials and teaching methods. The second component consists of the impact of the teachers as brought about by motivation behavior of the teacher and style of teaching.

Teachers themselves should be considered to have what they prefer in teaching based on their experiences when they were learning and when they are teaching the language (Jacques 2010), the issues of individual differences with learners in their approach should also be considered more so when they have autonomy this is according to Hatch and Lazaraton (1991).

Caiger et al, (1996) argues that the concept of social culture should be understood so that the transfer of knowledge could take place. DeFrancis (1996)say that the use of Chinese English dictionary will assist the learning and this should be embraced so that the learner are able to compare the alphabets and the letters in which appear in English language and do not appear in Chinese language.

Teachers are supposed to direct their effort in two instances one is towards the learner motivation and the other is towards the learners with motivation (Tanaka 2005) This will guide the teacher on which one to put more effort than the other as a result of the outcome.

Victor (1991) suggested that Chinese dictionary should be arranged the same way other languages are arranged to assist the learner to recognize the character appearance rather than their pronunciation.

Rafferty (1986) raises the issue that all learners should study a second language so that they became diverse and understand other language starting from the language cultures. Learners who interact well with their fellow students and teachers perform well in class (Kroll et al 2005).

Dornyei (2002) observes that individual difference can to some extent dictate the level of motivation and the learner are going to acquire that difference which can be brought about by environment and also the personality.

According to Brothy (1998) learners do fail because they lack to put effort and their strategies in learning are not goal oriented.Crement and Kruidnier (1983) states that attitude dictates the proficiency to which the learner is going to acquire in the learning of the second language, hence teachers should struggle to change the attitude of the learners towards the language.

Csizers and Dornyei (2005) confirm that learner who integrate well get motivated and perform well in learning of second language.

Keller (1983).came up with the model of ARCS which refers to Attention, Relevance, Confidence and Satisfaction (ARCS), (Shellnut, 1996).

That acronym helps to increase interest in classroom and the relevance usually links the content of the class to the learners as they possess the confidence in themselves which assist them to pursue their set goals without giving up. All those when combined brings about satisfaction as the Keller Model shows.

Gardner’s model

Gardner and Macintyre (1991), In the Social Educational Model describe Integrative and Instrumental orientations. They say that integrative orientation usually reflects the interest in learning second language because of learners’ sincerity and if they are interested in people and culture in other groups of different languages.

Learners usually enjoy integrating to a new culture if it is interesting more than they strive to get good grades in that language. Those students who are integrative oriented are more motivated in their effort in learning the second language.

However, in some second languages, students will hardly get into contact with the culture and people of that language hence the instrumental goals will contribute more when it comes to learning a second language.

The other issue about the language is the fact that some languages are learnt as a requirement orientation whereby you find that students will rarely come into contact with the people or community of that language but it is a requirement in schools curriculum where they are studied by learners as a second language hence the learners do not have the need to use the language in a day to day interaction yet they are required to learn it for the purpose of academics.

Second languages are mostly used for communication by student and also in working places. The teacher therefore can use the requirement orientation to motivate the students towards learning of the second language.

Motivation also may be as a result of individual’s backgrounds and traditions, Gardner (2001). Some learners’ motivation may be influenced by their family backgrounds and hoe they perceived the second language earlier before the learner is enrolled.

According to Gardner the attitude individuals have towards second language and second language community is of importance because when one decide to learn second language this involves also absorbing the behaviors of that culture as well, not merely the linguistics of the language (Gardner 2001), but also the whole concept the language entail in that country.

Gardner (1985) is attributed to a theory called the Attitude/Motivation Test Battery (AMTB) it measures the language nervousness and the contribution which is brought up by parental motivation.

Dornyei’s Model

According to Doryei and Ottos (1998), defines Motivation as the dynamically changing cumulative arousal that enable an individual to prioritize wishes and desires and then act on them accordingly.

Dornyei (2001a) proposed four main dimensions; the first one is creating a motivational condition through which teachers establish a good classroom atmosphere through pleasant and supporting the student and creating mutual response and creating a good rapport with the students. This will generate a good cohesion between the student and the teacher.

Also teachers should create the initial motivation by igniting the student interest and assisting them to focus towards expectancy of success through setting of goals and also guiding the students towards developing positive attitude towards the language to be learned as the second language.

Teachers should also be concerned on how to protect the already made motivation through allowing the learners to face the task even though it is threatening through promoting the autonomy of the learners. Self evaluation of the learner should also be embraced through encouraging feedback and grading the learners’ performance in a motivational way.

Teachers should motivate the student because to acquire the basics of new language requires some time so student should be motivated and shown how to be patient. On the other hand how the learner perceives their teacher and strategies the teacher has put in place dictate the learner’s performance and proficiency in second language.

Dornyei (2003) describes language, learner and the learning environment as the main components of motivation that are necessary in second language learning. Teachers’ specific components are found in learning situation level. These components are style of teaching for example modeling, task presentation and feedback. Teachers are also supposed to be their self in demonstrating those components.

He adds that teachers should also be sensitive to learners’ requirements and needs and also being non-judgmental. In this manner the issue of teachers being facilitators depicts the teacher as being committed to learners’ achievement. On the same note the inner motivation of the learner should also be emphasized and also the feedback be encouraged.

The teacher is part of external factors which affect the performance of student due to the fact that he facilitates other factors like punishment, rewards, learning experience which is seen as integral part of learning.

Teacher is supposed to be aware of the student’s reason to study the second language and this is usually done by asking these questions periodically because the reason for the study of the second language may change with time (Oxford and Sheavin 1994). He teacher should also play the role of helping the students or learners to set goals that are challenging and that which they can be able to achieve.

This is done by assisting the students to set short range goals which put them abreast with the long range goals and also making the learning environment conducive and welcoming and relaxed.

Students should also be encouraged to have high self efficacy which is realistic and this will boost their intrinsic motivation. (Dornyei and Skehan, 2003), states that the level of student motivation depends upon their perspective towards the teacher as a motivator in response to the second language.

Learners are usually influenced by their personal feelings about their instructors hence their interaction between them and their teachers will no doubt affect their motivation to learn.

The level of proficiency in classroom dictates the student’s perception to the teacher. When the teacher is not competent the students start focusing on the teacher’s personality which will not assist them in comprehending what the teacher is teaching them.

Techniques used by the teacher incite the interest of the learner and this should always be in the mind of the teacher to look for the most convenient techniques. Those factors influence the students’ motivation because the more the skills the teacher has the more the students will trust the teacher and become motivated.

Dornyei (1994) he has formulated the Ten Commandments for motivating language learns which can also be recommended in the strategies to increase motivation in learning Chinese as second language.

Still the commandment was not as conclusion of systematic research but as a personal experience through group of graduate students. When analyzing the ‘Ten Commandments,’ teacher has to put some things in mind; these are teacher, climate, task, rapport and self confidence (Dornyei 1996).

Teacher

It is always good for the teacher to prepare well for the lesson before entering to the classroom this makes the content the teacher has to flow and builds the confidence of the teacher in delivering the content. This makes the mood to be relaxed because the learner themselves have confidence in the teacher and this makes them to concentrate.

The teacher should also be committed and motivated as far as delivering of content is concerned. Commitment from the teacher makes the student to be committed also and the teacher is able to systematically pass the information due to commitment. Motivation of the teacher as well motivates the learner in the right direction provided the learner is also motivated.

When the teacher is natural in class the learners are able to concentrate and focus towards the content rather than focusing on the teacher. This brings concentration to the students and the learning of the second language is drastically improved.

Climate

This is the atmosphere in class which will dictate the interaction between the teacher and student. When the atmosphere is pleasant in the classroom the learners are able to concentrate and focus is greatly enhanced.

Atmosphere can be brought about by teachers through humor, laughter and smile which are exaggerated. This will incite the students interest and hold their aspirations and goals towards achieving them however if these are exaggerated the student might focus much towards the teacher and their focus towards the language is lost.

Having fun in class as form of games makes the student focus to be maintained and their attention is not lost. When teaching a second language some students may lose focus more so if there is complexity in understanding but when such games are incorporated they break the monotony and they enhance the concentration.

In some cases those games may be structured in a way that they may appear to be a competition. In second language learners should be allowed to compete on some complex areas in form of games so that the understanding is enhanced.

Task

When it comes to task, the teacher should put in mind the essence that clarity is of great importance that is why the instructions given should be clear without ambiguity so that the learners do not misunderstand the concept and learn the concept the wrong way which would be very difficult to unlearn.

Some tasks may be complicated and intricate like in Chinese language, so systematic guidance about how to do the task is greatly to be enhanced. Learners should be guided in a way that they would be able to do the task on their own if they are given the task on their own. After the guidance has been given the teacher should make sure that those tasks have been explained concerning their purpose and their use in every step.

Rapport

Teachers should always pursue the best relationship with his students despite the fact that punishment should be included to enhance discipline the teacher should make sure that the students’ attitude towards the teacher should not be affected by punishment rather those who are punished should be showed that punishment is for their benefit but not a form of hatred the teacher is having towards them.

Teachers before introducing anything new should make sure that a rapport is created to put the learners in the learning mood.

Self Confidence

For learners who are learning the second language their confidence dictate how far they are going to understand the language so the teacher should strive to boost their confidence whenever learning is taking place. This should be done by constantly encouraging the learners and showing them the importance of the second language through stating the integrative motive it possess.

Feedback should always be positive towards the learners and setting of tests that will make them experience success regularly should always be encouraged. Mistakes done should be taken as natural and learners should be shown on how to correct the mistakes and also how to avoid those mistakes.

Teachers themselves should be considered to have what they prefer in teaching based on their experiences when they were learning and when they are teaching the language (Jacques 2010),the issues of individual differences with learners in their approach should also be considered more so when they have autonomy this is according to Hatch and Lazaraton (1991).

Caiger et al, (1996) argues that the concept of social culture should be understood so that the transfer of knowledge could take place. The use of Chinese English dictionary which will assist the learning should be embraced this will compare the alphabets and the letters in which appear in English language and do not appear in Chinese language.

Teachers are supposed to direct their effort in two instances one is towards the learner motivation and the other is towards the learners with motivation (Tanaka 2005) This will guide the teacher on which one to put more effort than the other as a result of the outcome.

Victor (1991) suggested that Chinese dictionary should be arranged the same way other languages are arranged to assist the learner to recognize the character appearance rather than their pronunciation.

When the learners are being given the task the teacher should always make sure that they do not exceed the learners’ level of thinking and competence to avoid discouragement which might make the learners to change his or her attitude toward learning of the second language.

It should be stressed that self confidence is not depicted by one’s ability or competence but it is depicted by subjective ability. This means that it is not what the learner knows that will assist him or her in learning the language but more what they think they can do and also what they think they know.

Learner Autonomy

Ushioda (2006) states that learners’ motivation and autonomy are related. This is because motivation is usually brought about by the learners who are allowed to take initiative on their own learning and their weaknesses or failures together with success are as a result of their own efforts and strategies rather than control from the teacher. Ushioda (2003) confirms that ‘Autonomous language learners are by definition motivated learners’.

Autonomy is also brought about by the learners sharing responsibility in the organization of the process of learning together with their teacher. This enhances the sense of belonging and they feel that whatever they are learning is theirs and not for the teacher.

Students should also be encouraged to contribute in the discussions through asking questions and answering questions amongst themselves and also setting of goal (Brophy, 2004).

Familiarizing learners with the target language culture; the introduction of the Chinese culture to the second language learners is of great importance. This is done through materials which are authentic and also allowing the learners to come into contact with native speakers. Gardner (1995) claims that the success of learning a second language is dependent upon learners’ affective tendency which develop towards linguistic culture.

Also in class native speakers should be involved to captivate and encourage the new learners and also to show them the simplicity of the language after the concept has been absorbed (Ushioda, 2004). Teachers should also encourage the learners to look for or find pen friends from native speakers of the language so as to enhance the usage of the language.

Being a Role Model

A teacher of the second language being a role model plays a very great role in influencing students towards the language. When the teacher is role model students are motivated and they aspire their teachers and they pursue their goal having their teacher in mind, so students will put efforts and interests because the teacher will have modeled in orientation of interest towards the subject.

Group Work

Group work should be an integral part of learning Chinese language for it exposes the learners of the same level and this encourages them after they compare some of their weaknesses and strength towards the Chinese language. Students in certain groups should be in a position to know one another well so that they can enhance the improvement in their learning.

Group work should also be extended beyond class as extra-curricular activities. These will create a lot of interest by doing away with monotony and enhancing the spirit of togetherness. The teacher is supposed to be an ordinary member of those groups.

Effort and Reward

Still the strategies of improving motivation are diverse and some have greater impact than others. Effort is another factor that teachers should be concerned about. Students should be made to realize that their effort will dictate their success.

The usefulness of the language should be emphasized to the learners by the teacher so that the interest of the learner towards the language is the foremost factor in learning the language. Learners should also be rewarded beside the grades so that the motivation is increased.

Rule

In every classroom setting the teacher should set rules to guide the behaviors of the learners. When teaching second language the teacher should involve the students in creating their own classroom rules which will be the guiding principles in the classroom interaction between students to students and students and teachers.

Those rules should be reviewed regularly to accommodate the new changes which come along for the betterment of the students.

Comparison

When teaching Chinese language, the teacher should avoid the comparison of students even after test and evaluation are done.

Since the learners are new to the Chinese language comparing them might kill the motivation of those learners who are not competent in the language, rather than the teacher to be concerned about individual performance without exposing the weakness of the learners to other learners.

Strategies in motivating young learner in studying Chinese language

According to Dornyei (2001) he has come up with motivational strategies which a young learners who is learning Chinese as the second language. In this context Chinese language teacher may find those strategies to be of great importance

Commitment control strategy

Young learner who is learning Chinese language should be assisted to set goals upon the achievement of the fluency in Chinese language so the teacher involved should ensure that their commitment is controlled so that their interest in unveiling the set goals is increased through incentives.

Metacognitive control strategy

This is the process of checking for proper conduct and management of concentration of the learner. Young learners who are studying Chinese should be monitored critically and frequently concerning their concentration on the language this will make sure that the Chinese language being learnt is nor influenced by their first language when speaking writing or contemplating about basic of Chinese language.

Those distraction should be avoided by coming up with ways to counter the distraction for example observing the young learners when they are using language on their own and guiding them when mistakes are observed

Satiation control strategy

This strategy will assist the young learners to deal with monotonous and boredom this is because Chinese language might be complicated to learners who are used to language with letters like English to shift to Chinese language which uses different characters. Satiation control assists the learners to develop interest. Some ways which can be used in this instance is using simple Jigsaw puzzles to interest the young learners.

Emotional control strategy

Young learners who are learning Chinese Language may experience shifts in emotions and change of moods most likely when they encounter challenges when learning the language. This strategy is very effective because the learner emotions are controlled and shifted towards their goals.

This according to Dornyei (2001) should be done by encouraging the young learner and focusing their effort towards techniques which will calm their emotions for instance meditating what they have learnt.

Environment control strategy

When young learners are learning Chinese the situation they are in will dictate how well they are going to understand the language. This strategy proves to be excellent in motivating young learners. The environment should be conducive that is being calm and absence of distraction and making the learner to initiate some simple tasks in Chinese language without necessarily being monitored.

Summary

As we have seen in the above research, the second language is a very powerful tool when it comes to integration of learners to other society and also for the purpose of exams and career development.

Learning a second language like Chinese will expose the learners to the culture of that language and also to appreciate the culture of that society due to deep understanding of the origin of the culture, Chinese being one of the six official languages, it’s worthwhile for learners to study this language.

Students must be motivated as we have seen either intrinsic or extrinsic. For a student to learn a second language motivation has been demonstrated to be useful. The inner motivation and also the outer motivation. The intrinsic motivation comes from the inner interest the learner acquires due to aesthetic factors and the external maybe as a result of motivation from the teacher, environment and also rewards.

Motivation has been depicted as the determinant of performances as far as learning of second language is concerned. Teachers should be part of motivation to the students and plays a great role in the learning of the second language.

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