A Study On Chinese Learning Motivation Of Foreign Students And Its Relation With Chinese Culture Identity

In recent years, with the rapid development of China’s economy and the continuous enhancement of China’s international influence in the world, the status of Chinese has been greatly improved. The number of people who learn Chinese worldwide has increased year by year, and the students who come abroad to learn in China are also increasing. Guangxi Province, as an important link to Southeast Asia, is one of the most suitable places for students from Southeast Asia to learn in China. Thailand is a very important country in Southeast Asia area and and has maintained long-term friendly exchanges with China, more and more students choose to learn Chinese and study in China. They come to China to study Chinese for a variety of motives, and by the contact with the new social environment and the identity to Chinese social life, the new thoughts and understandings also influence their motives of learning Chinese in China. How to help the foreign students learn Chinese better and quickly adapt to the life in China is becoming an important research topic.Through questionnaires and interviews to the study and campus life of Thailand foreign students in Guangxi University, this paper tries to figure out the foreign students’s motivation of learning Chinese and their feelings about Chinese cultural identity, thus further explore the relationship between this sense of identity and Chinese learning motivation. The paper is mainly divided into two research projects. The first project is to study the Chinese learning motivation of Thailand foreign students by questionnaires, and the Second is to study the influence of identity to Chinese culture of Thailand foreign students to Chinese learning motivation. By related researches, this paper got the preliminary conclusion that Thailand foreign students had stronger learning motivation and higher identity to Chinese culture, which at the same time also promote the motivation of learning Chinese. The two parts is positive correlated, and the dis-identification to Chinese culture does not have obvious influence to Chinese learning motivation. In the last part of this paper, related educational methods are raised for schools and Chinese teachers so as to better promote the Chinese teaching and students learning of foreign students.