Emotion and Motivation in Chinese Language Learning

The theoretical repositioning of Chinese as a socially mediated practice developed in the preceding chapters necessarily entails a parallel reconceptualization of affect and motivation. Viewing language learning as participation in mediated activity shifts emotion away from an individual disposition that precedes pedagogy. Affect, like cognition, is socially organized. It emerges within interactional ecologies structured by the distribution of authority, task design, evaluative regimes, and ideological positioning.