Study On Chinese Learning Motivation Of Thai Middle School Students

With the chance of serving as a Chinese volunteer teacher in Watnuannoradit School,the author gave out questionnaires to the students,analyzed the surveys data,combined with research methods of interview and classroom observation,studied Chinese learning motivation of Thai middle school students.Apart from the full text introduction and conclusion,the contents are divided into three chapters.The first chapter expounded that learning motivation was the driving force of students' continual study and divided into integrative motivation,instrumental motivation,intrinsic motivation and extrinsic motivation.On the basis of clarifying the definition and classification of learning motivation,the author took the students who learned Chinese as survey object,designed questionnaires to explore Chinese learning motivation of Thai middle school students.The author researched and analyzed the questionnaires data,combining with the results of interviews and classroom observations,finally got the Chinese learning motivation of Watnuannoradit School students.They learn Chinese more due to their own career planning and interest,the students realize the importance of Chinese and believe that they can learn Chinese well.The second chapter discussed the five factors that affected the Chinese learning motivation of Thai middle school students,that was personal factors,family background,learning environment,employment demand and the trend of times.This part described the relationship between the four dimensions of gender,ethnicity,grade,Chinese learning time and learning motivation.Firstly,Female students' instrumental motives and intrinsic motivation are higher than male students,while male students are more tend to integrative motivation and extrinsic motivation.Secondly,ethnic Chinese's integrative motivation,instrumental motivation and intrinsic motivation arestronger than non-Chinese people.Thirdly,the learning motivation strength of sophomore students is higher than that of junior students,especially in instrumental motivation and intrinsic motivation.Lastly,integrative motivation,instrumental motivation and intrinsic motivation of students who have learned Chinese for more than 3 years are stronger than those who have studied Chinese language for less than one year.In addition,the relationship between external strengthening factors and learning intensity was analyzed.The ability to enliven classroom atmosphere can improve students' strength of Chinese learning.Teaching aids such as games,storytelling and knowledge competitions can also enhance student learning intensity.But the role of reward in stimulating students' motivation to learn is not absolute.The third chapter was based on the author's investigation and study.Combined with relevant theoretical knowledge and the author ' s teaching experience in Thailand,the author summarized the strategies and suggestions for improving and strengthening the Chinese learning motivation of Thai middle school students: stimulate and cultivate students' interest in learning Chinese,use the game teaching method to create a relaxed and happy learning atmosphere,carry out cooperative learning model to promote students to learn Chinese,choose a textbook suitable to students' Chinese level and utilize multimedia devices and network resources.