Peng Fei, Lou Qiuyue
College of Humanities and Foreign Languages, China Jiliang University, Hangzhou, China.
Front Psychol. 2025 Jun 3;16:1471486. doi: 10.3389/fpsyg.2025.1471486. eCollection 2025.
This study reports on the results of a multi-method investigation on second language (L2) demotivation among Moroccan Learners of Chinese as a Foreign Language (CFL) learners from the perspective of Alienation Theory. A total of 97 Moroccan students with varied majors from a university in East China took part in a questionnaire survey. Then Semi-structured interviews were applied to collect the data. Through Pearson's correlations, a multiple regression and a multivariate analysis of variance (MANOVA) analysis approach, this study found that L2 demotivation prevailed among the participants, influenced by an array of social isolation or estrangement-mediated and normlessness-mediated factors among classic four alienators. Students at different L2 demotivation levels reacted to alienators differently. Students from the high demotivation group suffered most across all four demotivators, but such gaps appeared most substantially in social isolation or estrangement, followed by meaninglessness, and then powerlessness. No significant difference was found between average demotivators and low demotivators in powerlessness and meaninglessness. Qualitative findings contextualized these results, identifying institutional pressures and sociocultural barriers as key mechanisms driving motivational attrition. The study advances theoretical understanding of L2 demotivation in transnational educational contexts and provides actionable strategies for fostering inclusive CFL pedagogies.
本研究从异化理论的视角，报告了一项关于摩洛哥汉语作为外语学习者第二语言（L2）学习动机缺失的多方法调查结果。来自中国东部一所大学的97名不同专业的摩洛哥学生参与了问卷调查。随后采用半结构化访谈收集数据。通过皮尔逊相关性分析、多元回归分析和多变量方差分析（MANOVA）分析方法，本研究发现，在参与者中，第二语言学习动机缺失现象普遍存在，这受到经典的四种异化因素中一系列社会孤立或疏离介导因素以及规范缺失介导因素的影响。处于不同第二语言学习动机缺失水平的学生对异化因素的反应不同。高动机缺失组的学生在所有四种动机缺失因素方面遭受的影响最大，但这些差距在社会孤立或疏离方面最为显著，其次是无意义感，然后是无力感。在无力感和无意义感方面，中等动机缺失组和低动机缺失组之间没有显著差异。定性研究结果对这些结果进行了背景分析，确定制度压力和社会文化障碍是导致动机损耗的关键机制。该研究推进了对跨国教育背景下第二语言学习动机缺失的理论理解，并为促进包容性的汉语作为外语教学法提供了可行的策略。
