Study On Motivation In Chinese Learning Of Indonesia International School Middle Year Students

The purpose of this study is to investigate the learning motivations of Gandhi International School Middle School students,influencing the selection of Chinese language courses,to explore the distribution of factors affecting students’motivation and the students learning motivations types,and then to propose appropriate teaching suggestions.This survey uses Google e-questionnaires to collect data and then collate it using SPSS software.The motivation factors in the survey are mainly divided into four factors:self,family,school,and society.The results of the survey are analyzed by the distribution of learning motivation from gender,nationality,and grade,then to classify the main motivations of students.The analysis results show that various influencing factors have different degrees of influence on students of different nationalities and grades,and the types of learning motivations of students are also diverse,so the teaching methods are also diverse.Male and female students have the same level of motivation.However,male students are mainly influenced by school factors.The types of motivation are intrinsic and integrative motivations.Female students are influenced by their own self factors and present external and integrated motivations.Chinese students are influenced by various motives,so the motivation for learning is the strongest,and the types of motivation are intrinsic and integrative.The motivation of Indonesian students is second,mainly due to family factors,showing external and integrative motivation types.The motivations of Korean and Indian students are slightly weaker,and the types of motivation are mainly internal and instrumental.Korean students have the strongest self-factor motivation to learn,while Indian students have the strongest social-factor motivation.Although the 7^th grade students are negatively affected by the school factors,the motivation for learning is still stronger than other grades,showing intrinsic and instrumental motivation.The 8^th grade students have the weakest motivation to learn because,in addition to the positive influence of family factors,other self,school,and social factors have negative impact on learning motivation.Secondly,according to the distribution of students’learning difficulties,the reasons for students’learning anxiety are investigated.Then,appropriate teaching suggestions are proposed from the learner level external motivation factor to indirectly stimulate inner positive emotions and overcome learning anxiety,inducing learning motivation.The degree of language acquisition is mainly regulated by the integrative motivation.Due to the diversity of students’nationality,the social and psychological distances from Chinese society are different,and the degree of integrative motivation is different.Therefore,teachers have a leading role in classroom teaching.Appropriate teaching can pull close the psychological distance of different nationalities students and improve students’integration motivation.Finally,based on the theory of language acquisition and the teaching arrangements of the school,the importance of teachers in stimulating and protecting students’motivation is emphasized.