A Correlational Study Of Vietnamese Students In Da Nang City On Learning Motivation And Learning Strategies In Chinese Learning

China's current researches on language learning motivation focus heavily on foreign language learning motivation. But there are less relevent researchs on the learning motivation and learning strategies of Chinese language learning. Moreover, most of the studies are from the developed countries, such as, Europe, the US, Japan and South Korea, etc. Yet there are seldom subjects from the Southeast Asian countries, especially for those who are living in their own countries, the study on their learning motivations and learning strategies on Chinese language is virtually nonexistent.With the development of China's economy, there are an increasing number of people in Southeast Asia learning Chinese, and a larger proportion of them are Vietnamese students. In order to make an overall study on the learning motivation and learning strategies of Chinese learner, this study adopted the questionnaire survey, classroom observation, interviews, statistical analysis and another methods to carry on the investigation. In totally, there are 159 Vietnamese students in Da Nang City-Vietnam who are learning Chinese join in this research. The results showed:1. There is no gender differences among the Vietnamese Chinese learners; 2. The integrative motivation of the Vietnamese who major in Chinese is higher than that of the non-professional Chinese learners; 3. Non-Chinese professional Vietnamese students have a higher education motivation than the Chinese professional students,4. Vietnamese Chinese learners in the use of learning strategies do not exist gender differences; 5. Vietnamese learning Chinese language students of professional expertise used more learning strategies in Chinese learning than those of non-profession; 6. Vietnamese Chinese beginner (studying for half a year) use more learning strategies than the non-beginners, and both of memory strategies (p< 0.05) and metacognitive strategies (p<0.01) show significant differences.7. The self-assessment level of Vietnamese Chinese learners does not exist gender differences; but there are significant differences between profession and learning time. Chinese learning students in professional majors have a higher level of self-assessment; and those who studying with longer learning time have a higher level of student self-assessment; 8. Vietnamese Chinese learners' integrative motivation and instrumental motivation are highly correlative (r= 0.66, p<0.01); 9. There is a striking relevance among all kinds of learning strategies that are adopted by the Vietnamese Chinese learners; 10. These two independent variables, cognitive strategies and motivation, can be used to predict the Vietnamese Chinese learners'self-assessment level (△R2=0.40).Basing on above findings, this study proposes several Foreign-Chinese teaching suggestions and inspirations, and provides some theoretical basis for the Chinese learning and teaching of the Vietnamese students. The results of this paper will also contribute to analyse the current situation of Chinese learning in other Southeast Asian countries and promote the development of the Foreign-Chinese education.