Investigation And Analysis Of Chinese Learning Motivation Among Middle School Students In Thailand

In the theory of second language acquisition,learning motivation is considered an important factor affecting students’ learning outcomes.The strength of learning motivation is closely related to learning outcomes and academic performance,and has significant implications for second language teaching.This study takes Ratchaborikanukroh School in Ratchaburi Province,Thailand as a case,and takes the learners of Chinese major middle school and high school in Ratchaborikanukroh School as the survey objects.Based on the relevant theories of learning motivation such as Dornyei’s three-level theory of foreign language learning motivation and Gardner’s social psychology and social pedagogy motivation model,this study adopts the method of combining quantitative research and qualitative research.Through various methods such as questionnaire surveys,teacher-student interviews,classroom observations,and case analysis,this study investigates and studies the types of Chinese learning motivation among Thai middle school students,the differences in individual factors of Chinese learning motivation,and the factors that affect Chinese learning motivation.Based on the results of the survey,this study explores strategies that are suitable for the current teaching situation and can stimulate students’ Chinese learning motivation.Through the analysis of the survey results,the author found that the overall motivation for Chinese language learning among students in Ratchaborikanukroh School is strong,with a greater proportion of blended motivation than instrumental motivation,and the role of internal motivation is stronger than that of external motivation.When analyzing the differences in learners’ Chinese language learning motivation among individual factors,it was found that there is a significant negative correlation between learners’ gender and Chinese language learning motivation,and a significant positive correlation between whether they are of Chinese descent or in a graduation class and Chinese language learning motivation.Based on the above results,the author analyzed the factors that affect the motivation of Thai middle school students to learn Chinese from the perspectives of language,learners,and learning contexts.Based on the above analysis,this study proposes specific suggestions to stimulate students’ motivation for Chinese language learning from three aspects:language level,learner level,and learning context: clarifying teachers’ teaching responsibilities,leveraging the unique advantages of the school,and optimizing the training plan for Chinese language teachers.