南非中文学习者的学习动机及课程适配需求研究

Learning Motivation and Curriculum Adaptation Needs of Chinese Language Learners in South Africa

摘要: 本文按照“动机–需求–课程回应”的思路，结合相关文献和对开普敦大学、德班理工大学、约翰内斯堡大学、文达大学等开设有中文课程的中国教师的访谈材料，考察教师所观察到的学习动机及案例高校中文课程的适配情况。访谈材料显示，学习动机主要包括兴趣与文化认知、学业与职业发展、社会交往与中非交流三类；多种动机往往同时存在，并会随学习阶段和课程体验发生变化，学习者对中文现实用途的关注较为突出。为提高课程与学习需求的符合程度，应根据不同学习阶段完善课程目标，建立“综合中文主干课程 + 方向性内容模块”的课程内容体系，并加强课程的本土化、应用性和层级衔接。

Abstract: Following a “motivation - needs - curricular response” framework, this study draws on relevant literature and interviews with Chinese language teachers working at the University of Cape Town, Durban University of Technology, the University of Johannesburg, and the University of Venda. It examines teachers’ observations of learner motivation and the extent to which Chinese language curricula in these four university-based programs respond to learner needs. The interview data suggest three broad motivational categories: interest in Chinese language and culture, academic and career development, and social interaction and China-Africa engagement. Multiple motivations often coexist and may change with learning stages and classroom experience, while the practical value of Chinese remains a prominent concern. Curricular responsiveness may be improved by refining objectives for different proficiency stages, combining core Comprehensive Chinese courses with pathway-specific modules, and strengthening local relevance, practical application, and progression.