Research On Motivationfor Myanmar University Students Of Studying Chinese Language

In recent years,with the advancement of China’s “Belt and Road” initiative,China-Myanmar economic and trade exchanges have become increasingly frequent,and Chinese has played an increasingly important role in promoting the development of China-Myanmar relations.In this context,Chinese learners in Myanmar are increasing,and Chinese teaching in Myanmar is expanding from Chinese society to mainstream society.Fuqing Computer Language(Confucius Classroom)in Mandalay,Myanmar introduced Chinese language teaching to many universities in Mandalay and its surrounding areas,including some polytechnic universities.Myanmar University of Technology students learning Chinese has become a positive new phenomenon.Studying this group’s motivation for Chinese learning,constantly exploring teaching methods,and guiding students to maintain their enthusiasm and motivation for Chinese learning have important practical value for promoting the healthy and sustainable development of Chinese teaching in Myanmar’s universities.Therefore,the author uses questionnaires,interviews,observations and other research methods to investigate the Chinese language learning motivations of the students of the three polytechnic universities,Kyaukse Technological University,Mandalay Technological University and University of Technology-Yatanarpon Cyber City.This research is based on the three-level theory of second language learning motivation by D?rnyei(1994).After investigation,it is found that:First,there are eight types of Chinese language learning motivation for Myanmar Polytechnic University students: internal interest,external encouragement,external pressure,tool orientation,integration orientation,achievement needs,self-confidence,and learning situations.Among them,the learning situation is the strongest motivation,and external stress is the weakest motivation.Second,students of different genders,ages,grades,and time of learning Chinese have significant differences in their motivation for learning Chinese:girls’ learning situation motivation is significantly stronger than that of boys;learning Chinese is longer,and senior and adult college students Self-confidence motivation issignificantly stronger than that of shorter Chinese language learning,lower grades and undergraduates.Thirdly,the intensity of Chinese language learning motivation,that is,the level of Chinese language learning effort,is relatively high.There is a moderate positive correlation between the type of Chinese learning motivation and the intensity of motivation,that is,the stronger the various types of motivation,the stronger the intensity of motivation for learning Chinese.Among them,achievement needs and learning situations can determine the degree of students’ effort to learn Chinese.Finally,according to the characteristics of students ’motivation,the author puts forward relevant teaching strategies and suggestions to stimulate students’ motivation for learning Chinese.