The Reseach Of Turkish Students’ Chinese Learning Motivation

Students’ learning motivation is very important,it can directly influence language learning,and moreover,the successful language learning can be determined by these factors.However,there is no previous research about Turkish students’ Chinese learning motivation based on the searching through the study search site of the Turkish Education Ministry,CNKI and WANFANG data search site of China on 2016.So divided to three groups of subjects,the research on Turkish students’ Chinese learning motivation was performed in this paper.We identified the essential factors and causes which affect Turkish students’ learning motivation in the Chinese learning,and the corresponding teaching solutions were suggested based on the analysis results.First,we illustrated the current situation and needs of Chinese teaching in Turkey and the character of Turkish students.Next,various plans that can motivate Turkish students were suggested considering the environment of classroom,teaching materials,teaching activities,and other conditions rather than class.This study is divided into five parts.The first part introduced the background,purpose,and importance of this study.Also,the theories of second language learning motivation were introduced in this part,such as Gardner & Lambert’s theories of Second Language Learning Motivation,D?rnyei’s Second Language Learning Motivation Theory and Bandura’s Self Efficacy Theory.The second part showed the research design and methods of this study including details of individual groups of subjects,the plans and contents of questionnaire and interview,and the process of all the survey.IBM SPSS Statistics Program and Microsoft EXCEL Program were used to analyze the results.In the third part showed the result of analysis of survey and interview from the three groups of subjects and provided statistics about learning motivation and demotivation,fators influencing students’ learning motivation,language anxiety and self efficacy of Turkish students in the Chinese learning.The differentiation analysis of three groups of subjects was also provided in this part.In the fourth part,three teaching solutions to motivate Turkish students were suggested in terms of environment of classroom,teaching materials,other conditions over class based on our analysis results.Also,three teaching solutions to maintain Turkish students’ Chinese learning motivation were proposed such as switching off from external motive into inner motive,the method to encourage students,and the method to builds up self-attribution.The fifth part showed the summary,the conclusion,and the discussion about the deficiency and importance of this study.The result of this study contribute to help Chinese learning of the Turkish students and to improve Chinese teaching situation in Turkey.