| As an internal force of learning motivation plays an important role in language learning. In resent years with the increase of Chinese learners, Chinese teaching as foreign language is becoming internationalized gradually. However, at present research on native learners in Chinese language teaching and learning is not much, and even rare in motivation studies.Based on the existing theories and studies, this article divides learners’ motivation in foreign language learning into ten types:passive model, job model, test certification model, abroad model, learning situation model, culture interest model, language interest model, identification model, intrinsic enhancement model and responsibility model.Selecting Chinese learners of Nakhon Prathom Rajaphat University in Thailand as subjects this paper summarizes and analyses Chinese language learner’s learning motivation types, effort level, learning expectancy and their correlationships through questionnaire investigation and data analysis, and come up with some suggestions and advices according to the results in the end.In motivation model type respect, abroad model, responsibility model, language interest model and intrinsic enhancement model are relatively strong, learning situation model and culture interest model are lower, while the test certification model the weakest. Intrinsic enhancement model, language interest model, job model and abroad model are the main factors in inspiring and stimulating students’ learning effort.The Chinese language major learners are more likely to be motivated by abroad model and language interest model while the English major and non-language major Chinese learners are highly stimulated by learning situation model and easily influenced by course teaching factors. The ethnic Chinese learners are stronger than non-ethnic Chinese learners in all types of motivation, as well as more interested in learning Chinese.In effort level respect, learners have the willingness to work hard, but lack practical action. All learners attach great importance to homework and show good performance in class, after class they are willing to communicate with Chinese people.In learning expectancy respect, learners’learning requirements are not high. Chinese majors give higher expectancy on "communication skills"; non-language major learners have lower expectancy overall; ethnic Chinese students are higher than non-ethnic Chinese learners. |
