MOTIVATIONAL STRATEGIES IN CHINESE LANGUAGE ONLINE LEARNING SETTING Ohio State University Bo Zhu Motivation And Language Learning A motivated learner is (a) eager to learn the language, (b) willing to expend effort on the learning activity, and (c) willing to sustain the learning activity (Gardner,1985). Motivation arouses, directs, and sustains increased performance (Duttweiler, 1986). A student’s motivation is the most critical factor for success within computer-assisted language learning (CALL) environments (Brandl, 2002; Desmarais, 2002; Doherty, 2002; Gilbert, 2001; Ushida, 2005). The Role of Motivation in L2 Learning (Gardner’s model 2000) Intrinsic Motivation for Learning Above all the basic wants, the brain wants survival. This survival machine is selfregulated. To survive, we must be in control, or believe that we are. Therefore wanting survival means wanting control. We are ruled by the pleasure system i.e. “I want this”, and our fear system i.e. “I don’t want that”. Our brain is in the constant process of evaluating our environment and then develops strategies to enhance our opportunities and minimize our dangers in order to survive. We survive by thinking, planning, and deciding. Fear and pleasure are innate, however what to fear and what gives us pleasure may be learned. Cognition triggers a type of internal reward system, we want to learn because we enjoy it and in order to survive we have to learn. As educators, must help people see how it matters in their own lives. Because our emotions are such an integral part of the survival system, if we expect people to learn, we must expect to encounter emotion, and we must take it seriously The extrinsic “rewards” (such as grades, scholarships golden stars) are aimed at the wrong target, they have no natural relationship to the internal life of learning. Intrinsic motivation is automatically connected with learning. If our aim is to help others learn, we must identify what is already motivating them. This is not to say that extrinsic rewards are altogether worthless, they can serve a stepping stone toward intrinsic rewards. Three Motivational Strategies In Designing An Online Language Course: 1) TO ESTABLISH A LEARNING COMMUNITY Main characters in the story serve as learning buddies. A forum creates the learner-to-learner communication. 2) TO REWARD LEARNING WITH LEARNING 3) TO CONSTRUCT AN ACTIVE LEARNING SETTING Individualized instruction with CMC Approach the learning target from different angles Project Introduction Project Title: Play Smart Beyond 8 Hrs Delivery Media: Internet-based material Level: Intermediate to advanced level Target Population: Learners of Chinese as a Foreign Language who are or will be living in China as professionals. Objective: To interact with their Chinese work associates, To blend themselves into the Chinese social life, To build up successful interpersonal networks. Strategy 1: to establish a learning community Main characters in the story serve as learning buddies. Strategy 1: to establish a learning community A forum creates the learner-to-learner communication. Strategy 2: to reward learning with learning A CULTURAL TIP The tips are all contributed by previous learners of Play Smart. “TIP-WRITER AWARD” After collecting 50 tips, the learner wins the honor to write his or her own cultural tips, which will be include in the existing tip reservoir. TRANSITION OF LEARNING POWER The power of learning is transmitted from extrinsic support to intrinsic strength. Strategy 3: to construct an active learning setting Approach the learning target from different angles Strategy 3: to construct an active learning setting INDIVIDUALIZED INSTRUCTION WITH CMC The loneliness of distance learning The sense of social link The satisfaction of authentic communication Conclusion With the new media and technologies, language educators can improve students’ motivation in online self-learning by creating a communicative, active, and intrinsically motivating learning environment. It is our goal that learners can enjoy learning with computer assistance and, most importantly, learn with joy. References Chang, MM. 2010. “Effects of Self-Monitoring on Web-Based Language Learner.” CALICO Journal, v. 27 issue 2, p. 13. Duttweiler, P. C. (1986). Educational excellence and motivating teachers. (ERIC Document Reproduction Service No. ED 275 791). Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold. Zull, James E. 2002. The art of changing the brain: enriching teaching by exploring the biology of learning. Sterling, Va: Stylus Pub.