Research On The Changes Of Ukrainian Chinese Learners' Learning Motivation Intensity

Motivation is the intrinsic driving force that encourages learners to learn Chinese,and it plays an important role in the factors that influence the learning of the second language.Therefore,this thesis is aimed to study the learners' motivation of Chinese learning so as to enrich the learning motivation studies of Chinese as a second language,and also provide practical reference for international Chinese teaching and promotion.This paper is based on the previous related theories and research results of the second language learning motivation of the predecessors,with 58 learners in the social classes of the Confucius Institute at Kharkiv State University in Ukraine as the survey subjects.Through the ways such as questionnaires,personal interviews,analyses and comparison,to investigate the dynamic changes in motivation intensity of learners after one semester of studying.After the investigation and analysis,it was found that:(1)After a semester of studying,the learners' motivation intensity was generally enhanced,and the motivation intensity at the end of the semester was significantly greater than the motivation intensity of its beginning.(2)The changes in motivation intensity were embodied in a series of performances of learners before,during and after the class.By the end of the semester,the proportion of low-motivation and middle-motivation subjects has decreased,the proportion of low-motivation subjects was the lowest,the high-motivation one has increased and was the most In the change of motivation weakening,the proportion of high-motivation subjects was the largest,and the proportion of the low-motivation was the smallest In the change of motivation enhancement,the proportion of middle-motivation subjects was the largest,and the proportion of high-motivation subjects was the smallest.And subjects were all from middle motivation when there was no change in motivation intensity.(3)The changes of motivation intensity were significantly positively correlated with personal developmental motivation and intrinsic interest motivation.The subjects whose motivation intensity weakened or enhanced,so as they were in personal developmental motivation and internal interest motivation.(4)In the analysis of the correlation between the changes of motivation intensity and the individual differences of learners:In terms of gender,the learning motivation of male subjects was more likely to be weakened,while the learning motivation of female subjects was more likely to be enhanced.Subjects under the age of 30 were mainly based on motivation enhancement,and subjects under 20 years old had the highest proportion of motivation enhancement,while subjects over the age of 30 were mainly based on motivation weakening.In terms of Chinese level,subjects with primary,middle and advanced Chinese level were mainly based on motivation-enhancing,and subjects with primary and advanced level had a greater proportion of motivation weakening.(5)Through personal interviews,it was found that whether it was enhanced or weakened,learners' motivation intensity of learning was differently influenced by language culture,teaching and learners.(6)Finally,this thesis elaborated the related suggestions for strengthening learners' Chinese learning motivation from four aspects:teachers,learners,textbooks and the Confucius Institute at Kharkiv State University.