A Study Of The Influence Of Chinese Bridge Competition On Middle School Chinese Learners

Learning motivation is one of the most important affective factors in second language acquisition. Its also affects the process and results in second language acquisition. The study on Chinese learners’learning motivation has been a vital research subject and provide reference to teaching Chinese as a foreign language. As the largest and most influential Chinese competition, " Chinese Bridge " contributes a lot on the spread of Chinese language and culture.This study borrows ideas from second language acquisition motivation research and theory abroad; based on Canadian scholar Gardner & Lambert’s "integrative motivation" and "instrumental motivation" theory and D.C. McCelelland and J.W.Atkinson’s achievement motivation theory; refers to domestic related research on Chinese learning motivations and "Chinese Bridge" competition; applies questionnaires, interviews and statistical analysis; studied the influence of the "Chinese Bridge" competition to Georgian high school Chinese learner’s motivation and learning outcomes. The ultimate goal of this study is to:explore the actual impact of "Chinese Bridge" Competition on the motivation and learning outcomes of the Georgian high School Chinese learners and provide reference and recommendations for stimulate learning motivation in teaching Chinese as a second language.The results of the research showed that, the "Chinese Bridge" Competition in deed made impacts on motivation and learning outcomes of Georgia high school Chinese learners. "Chinese Bridge" competition stimulated the integrative motivation and instrumental motivation of the Chinese learners; improved students’ Chinese speaking ability; expanded students’ knowledge on Chinese and Chinese culture. "Chinese Bridge" competition promoted the development of teaching Chinese as a second language. Meanwhile, the author also provided several suggestions on "Chinese Bridge" competition and stimulation of high school students’ motivations in teaching Chinese as a second language according to the findings and the author’s own teaching experience.