Survey Of Cambodian College Students' Chinese Learning Motivation

With the continuous development of China and traditional bilateral friendship between China and Cambodia and the heat of learning Chinese,more and more people in Cambodia start to study Chinese.In the second language teaching,learning motivation is a very important affective factor,but the research on Chinese learning motivation of Cambodian college students is not perfect enough,and there are only few related surveys.Therefore,the researcher chooses Chinese undergraduates of Cambodia Asia Europe University as the research object,studied the Chinese learning motivation of 173 Chinese undergraduates in this university,and draws lessons from Gardner and William's learning motivation theory,combined with the researchers' teaching practice and observation in Asia Europe University,mainly divides learning motivation into instrumental motivation,integrated rmotivation,internal motivation and external motivation.This paper investigates the Cambodia Asia Europe University students through questionnaires,individual interviews,classroom observations and SPSS statistical analysis.The purpose of this study is to find out whether there are significant differences in the main types of Chinese learning motivation,the factors affecting their learning motivation,the motivation of students of different genders,grades and ages among Cambodia Asia Europe University students and provide teaching su ggestions.The Study found:The main motivation of Chinese learning of Cambodia Asia Europe University students is intermal motivation.This motivation directly affects the enthusiasm and initiative of students.Students also have a strong desire in study Chinese culture.In addition,Cambodia Asia Europe University students' instrumental motivation is obvious,while the score of external motivation is low.The main factors affecting the motivation of the Chinese Language Department of Cambodia Asia Europe University students come from the needs and interests of the learners themselves,as well as the requirements of the work.Teachers'teaching methods are also a powerful factor.ThroughSPSS22.0(English version)independent sample T test,there is no significant difference found in learning motivation between genders,but there are significant differences in other motivations between students age under 20 years old and 25-30 years old except integrative motivation,three others motivation T-test result is P<0.05.In addition,the external motivation of junior(freshman)and senior students is significantly different from other motivations.Based on the survey results of students' learning motivation,personal interviews and classroom observation,researcher puts forward some suggestions on classroom,teachers' teaching attitude,curriculum and textbooks,extracurricular activities and students' learning goals.Researcher hoped that it will be of some important reference to the teaching of Chinese as a foreign language.