Investigation And Countermeasures Of Korean Junior High School Students' Chinese Learning Motives

Since the establishment of the diplomatic relations between China and South Korea,for more than 20 years,Teaching Chinese to the Speakers of Other Languages has developed vigorously in South Korea.In 2014,China and South Korea signed the"Korean-Chinese Teacher Exchange and Cooperation Agreement",and the teaching of Chinese began throughout the Korean primary and secondary schools.At present,the teaching materials for Chinese in primary and secondary schools in Korea are abundant,and the standards of teachers are very high,but the results of the students being taught are poor,this being an indisputable fact.To analyze the problem,from the learner’s perspective,the student’s motivation for learning Chinese is a factor that must be considered.This paper analyzes the level and type of motivation,and cognitive attitude of Korean junior high school students in learning Chinese,and proposes accordingly motivation stimulation strategies,hoping that it will be useful to the Korean teachers and learners as well as other country.160 students from six Chinese classes in five middle schools in Daegu took part in this research.First of all,based on the relevant theories of mainstream motivation psychology,we used for reference the Gardner Attitude Motivation Scale and the Likert Five Measure Table,combined the teaching practice to make questionnaires,and completed the questionnaire distribution,recovery,screening and data entry.Secondly,SPSS21.0 was used to descriptively analyze the types and levels of motivation,and the correlation and difference analysis of variables and motivations were carried out.Finally,EXCEL was used to perform frequency statistics and analysis on the scores of the three cognitive attitudes of the respondents.The survey found that the overall motivation level of Korean middle school students learning Chinese is medium level or slightly lower.The type of motivation reflects that external motivation is more obvious than internal motivation.In internal motivation,fusion motivation is more obvious than instrumental motivation.In terms of attitude,the expectations and values of Chinese are relatively negative.According to the survey results,based on the cognitive motivation theory,combined with the teaching practice,the article puts forward the corresponding motivation stimulation strategy and application examples.