Language identity is an important area of sociolinguistic research. The development of second language identity is constrained by a combination of motivation, second language level, and cognitive factors. Taking the Royal Academy of Cambodia Confucius Institute as an example, this paper analyses the correlation between Cambodian Chinese learners’ linguistic identity and motivation. The results show a positive correlation between integrative learning motivation and language identity, whereas no correlation exists between instrumental learning motivation and language identity.

Yali Zhao. Survey and Correlation Analysis of the Learning Motivation and Language Identity of Cambodian Chinese Learners. Frontiers in Educational Research (2024) Vol. 7, Issue 2: 1-5. https://doi.org/10.25236/FER.2024.070201.

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