A Study On The Influence Of Motivation To The International Students Learning Chinese In Computer-Assisted Language Learning Environment Under The Perspective Of Constructivism

With the continuous development and widespread application of modern educational technology in the field of teaching, Computer-Assisted Language Teaching has become an important way of teaching. The new teaching method of multimedia and network has been improved and perfected in the universities. At present, the study of Computer-Assisted Language Teaching, focuses on the comparative analysis on teaching achievement between Computer-Assisted Language Teaching Environment and traditional teaching mode.In China, the object of study is basically about English teaching application. The study of computer assisted English learning mainly discusses how to improve the efficiency of English learning, teachers’ role conversion, implemention of autonomous learning and the learning strategy of vocabulary, grammar. These studies pay more attention to English learning, and few studies have been conducted on Chinese learning, especially the macroexamination areas such as the individual differences in Computer-Assisted Language Teaching Environment, and the study of Chinese learning motivation of international students.Under this background, on the basis of the literature review, this paper first the relevant theories, including the theory of constructivism and learning motivation, some important theories of learning motivation study in the field of second language acquisition, Computer-Assisted Language Learning, the concept and characteristics of Computer-Assisted Language Learning Environment and the like. Many studies on English teaching and learning both at home and abroad have shown that, Computer-Assisted Language Teaching can improve the language teaching level and learning efficiency, as well as inspire the learning motivation, because of its personalized computer-assisted language environment. However, for Chinese learning, under this new teaching methods and learning environment, whether learning motivation can be improved, or not remains to be further studied.Based on the related theory and English practice study, the author, by employing through the research methods of questionnaires and interviews, conducted a study to 47 Thai students from the International Education College in Guangxi University. The paper investigates Chinese language learning motivation and effect under the computer-assisted language teaching environment.On the processing of data, results are analyzed by the statistic software SPSS22.0 for windows,through the concrete data to explain related problem. The present study the data analyzed from two aspects, The first is the reliability analysis for the questionnaire data. The purpose is to guarantee the reliability of questionnaire, and the rationality of survey questions. Before the formal study, the questionnaire is conducted for reliability analysis again, to verify whether the questionnaire is reliable. On this basis, the multivariate linear regression analysis is used in the research of six motivation factors (learning interest, learning objective, learning goal, valence, self-efficacy, attribution of causality) for the predictive effect of Chinese learners learning effort degree, namely the motivational behavior.After careful analysis, it has been found that in Computer-Assisted Language Learning(hereinafter referred to as "CALL") environment, learning goal, valence, self-efficacy and motivational behavior demonstrate a linear relationship and stronger predictability for motivational behavior; Then personal computer experience (the length of using computer, the personal computer skills, the frequence of using computer to learn Chinese) and Chinese learners attitude factors in CALL environment are used to conduct the linear analysis. It has been found that the frequency of using computer to learn Chinese and Chinese learning attitude in CALL environment have predictability.This paper mainly researches the learners’ learning motivation factors, and discusses the liner relationship between Thai students learning Chinese motivational factors and motivational behavior in CALL environment. It theoretically enriches learning motivation research applied to the field of teaching Chinese as a foreign language, and enriched the connotation of motivation theories in the computer assisted Chinese learning environment. Besides, it discusses learners learning motivation from the internal differences of learners and in practice, discusses how to learn Chinese as a foreign language in CALL environment.