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Journal of Maobi
Published by Universitas Sebelas Maret
ISSN : 30321034     EISSN : 30321042     DOI : https://dx.doi.org/10.20961/maobi
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Journal of Maobi is a scientific periodical published by the Confucius Institute, at Universitas Sebelas Maret which focuses on the development of Chinese studies. The scope of the publication is in the latest studies and research in the fields of language, linguistic, teaching, education, literature, culture, philology, history, and journalism. Journal articles are the result of studies and research originating from literature studies, field research, and best practice of literation of the Chinese studies. Each article contains the latest information by prioritizing the values of novelty, originality and usefulness. The purpose of publishing is to actively improve the quality and accessibility of scientific knowledge in the fields of language, linguistic, teaching, education, literature, culture, philology, history, and journalism. Journal of Maobi is published twice a year, in May and November. Every article published by Journal of Maobi has gone through a strict review and editorial process and respects the provisions of copyright law, privacy and scientific publication ethics. The informational content of this journal is open access under a Creative Commons Attribution 4.0 International License (CC BY-4.0).
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 52 Documents
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The Implications of Dörnyei’s Foreign Language Learning Motivation Theory for Chinese Language Teaching in Korea Kanghoon, Lim
Journal of Maobi Vol 3, No 2 (2025): Journal of Maobi
Publisher : Confucius Institute Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/maobi.v3i2.110367

Abstract

Motivation is a core construct in second and foreign language acquisition research. Over the past five decades, it has evolved from a peripheral psychological variable to one of the most decisive factors determining success in language learning. This paper revisits Zoltán Dörnyei’s influential theory of foreign-language learning motivation, tracing its intellectual roots from Gardner and Lambert’s socio-educational model to contemporary perspectives such as the L2 Motivational Self System. Within the specific context of Chinese language education in Korea a rapidly growing but pedagogically complex domain the paper explores how motivational theories can inform curriculum design, classroom practice, and teacher professional development. It argues that understanding learners’ motivational patterns is essential for creating sustainable engagement, especially in contexts where instrumental goals initially dominate. By synthesizing existing research and integrating illustrative classroom examples, the paper proposes a comprehensive motivational framework for teaching Chinese in Korea. This framework incorporates linguistic, psychological, and sociocultural dimensions, highlighting the dynamic interplay between learners’ self-systems, teacher behavior, and educational environment. Ultimately, the study aims to contribute to the theoretical localization of Dörnyei’s model in East Asian Chinese-language education and to offer practical insights for motivating Korean learners in both traditional and technology-enhanced classrooms.
任务型教学法与对外汉语教学研究综述 Ting, Hie Ling; Lam, Kai Chee
Journal of Maobi Vol 3, No 1 (2025): Journal of Maobi
Publisher : Confucius Institute Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/maobi.v3i1.102198

Abstract

The Task-based Language Teaching method (TBLT) which also known as Task-based Approach (TBA) or Task-based Instruction (TBI) was proposed by Prabhu. It became popular in the 1990s, which earned the title of "The Age of Task". This teaching approach is applicable to second language or foreign language teaching. The application of TBLT method helps to mobilize learners' subjective initiative and enhance students' language creativity. The authenticity principle of the TBLT method enables learners to learn, use, and create language through participation in real-life situations. This paper briefly describes the application of the theoretical basis, teaching mode, and the roles of teachers and students of the TBLT in teaching Chinese as a foreign language. It also makes an evaluation and reflection on the application of task-based teaching in teaching Chinese as a foreign language based on previous research, aiming to provide reference for learning Chinese as a second language or foreign language.

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