A Study on the Correlation between Mother Tongue Cultural Identity and Chinese Language Learning Motivation among Filipino Chinese Adolescents and Teaching Suggestions

Abstract

Against the dual backdrop of multicultural integration and the policy of Filipino Chinese schools, the fifth generation of Chinese youth are facing the dilemma of fragmented cultural identity and weakened motivation for learning Mandarin. This study uses socio-cultural theory and Gardner's second language motivation theory as frameworks, and employs questionnaire survey and in-depth interview methods to conduct empirical research on 326 Chinese adolescents aged 12-18 from four Chinese schools in Manila and Cebu, Philippines. By exploring the intrinsic relationship between mother tongue cultural identity (cognitive identity, emotional identity, behavioral identity) and Chinese language learning motivation (integrative motivation, instrumental motivation), it was found that Chinese adolescents maintain moderate mother tongue cultural identity while politically identifying with the Philippines; The dimension of emotional identity has the strongest predictive power for integrative motivation (β=0.42, p<0.001); The instrumental motivation is significantly influenced by the interaction between cognitive identity and social environment; The inheritance of family culture and the teaching of Chinese school culture have a mediating effect on motivation enhancement. The research conclusion provides theoretical support and practical path for optimizing the Chinese language teaching strategy in the Philippines and constructing a cultural identity oriented teaching system.