Chinese International Education Undergraduate Students’ Demand For Russian Teachers A Study On The Needs Of Motivation Strategies ——Two Universities In Xinjiang As An Example

Motivation is one of the key factors in the success or failure of second language learning.The appropriate use of motivational strategies by teachers has a significant impact on motivating,enhancing,and maintaining students’ motivation.Studies in China have focused on the frequency of motivational strategies used in the classrooms of English teachers and Chinese teachers in primary,secondary,and university settings,as well as on teachers’ perceptions and attitudes toward them.In view of this,this paper explores students’ needs for motivational strategies and the factors influencing them in the context of D（?）rnyei ＆ Cheng’s（2007）motivational strategy framework,the results of domestic and international research,and the characteristics of Russian language teaching.Taking undergraduates whose second language is Russian majoring in Chinese international education as the research subjects,the pre-survey was conducted through step-by-step improvement of the questionnaire,and the reliability and validity tests were conducted to test the factor analysis.In the formal questionnaire survey stage,152 students from freshmen to seniors majoring in Chinese international education in two universities in Xinjiang,Xinjiangi University and Xinjiang Normal University,were surveyed,and 8 students were interviewed in a semi-structured manner,and the quantitative analysis was conducted by SPSS25 software,and the qualitative study of the interview content was conducted.The results of the study showed that the descriptive statistical analysis of the questionnaires revealed slightly different needs for each grade level.Overall,26 motivational strategies were selected by the students in all four grades,and more than half of the strategies were focused on the subscales of "teacher’s teaching behavior," "creating classroom atmosphere," "improving self-confidence," and "giving feedback" on progress.The motivational strategies with lower mean values than the overall mean were mainly in the subscales of "promoting autonomy," "focusing on specificity," and "identifying with the value of the target language".When the four grades were separated,the top ten motivational strategies were found to have slightly different needs for each grade.A one-way ANOVA with a test of variance revealed that the demographic characteristic variables,only age,temperament type,personality type,and grade level,differed significantly on the subscales.Demographics showed that students’ motivational strategy needs for teachers varied by age,with younger students having stronger needs on the "teacher teaching behavior" scale and the "improving self-confidence" scale than older students.They were more likely than older students to want teachers who were well-prepared and knowledgeable,who were enthusiastic,who cared about them,who could set learning tasks according to their actual level,who taught learning methods and skills,and who emphasized that mistakes were normal.Depending on the grade level,freshmen students had a stronger need than sophomores for the strategies related to the "self-confidence" scale.Depending on temperament type,excitable learners were more interested in challenging tasks than quiet learners.They prefer teachers to assign more challenging learning tasks.Varying by personality type,volitional and rational students,have stronger needs for challenging learning tasks than emotional students.Interviews were conducted with eight students to explore the influential factors that contributed to the differences in students’ motivational strategy choices.The influential factors included students’ individual learning ability,personal learning style,Russian language learning experience,and the role of the influence of the instructor.Finally,suggestions related to Russian language teaching are made in three areas: understanding differences in students’ needs;tailoring teaching to different needs;and the role of teacher influence.The study is intended to provide a reference for Russian teachers to use motivation strategies scientifically and effectively.