A Study On The Influence Of Chinese Learning Motivation Of Xinjiang Minority Students On Autonomous Learning

The research related to autonomous learning and its influencing factors is an important topic in the field of linguistics and education psychology in recent years.However,these studies mostly focus on the definition of concept,the interpretation of theory and how to improve the level of autonomous learning.The research on the relationship between learning motivation and autonomous learning is less.As a national language,the Chinese language is very important to individual development of the Xinjiang minority,and it also plays an important role in the prosperity of the minority and the country.Therefore,it becomes more important to study the influence of learning motivation on Chinese autonomous learning,which not only helps the Xinjiang minority students to stimulate the learning motivation and improve the level of autonomous learning,in order to achieve the purpose of effective learning,but also urges Chinese teachers to change the traditional teaching mode and stimulate students'learning motivation,so as to improve students' autonomous learning ability and behavior.This research takes the college students of the Xinjiang minority as the research object,adopts the method of empirical research and combines questionnaire and interview,having examined the characteristics of Chinese language learning motivation and autonomous learning.Moreover,this study has further studied the influence of Chinese language learning motivation on autonomous learning.This study took the investigation of Chinese according to two questionnaires,they are the questionnaire of Chinese learning motivation of the Xinjiang minority college students designed by the author and the questionnaire of college students' autonomous learning in Xinjiang minority according to the questionnaire of college students' English autonomous learning of Lin Lilan's.In qualitative research,the author collected 10 students and seven teacher to interview.Students' interview mainly includes three aspects,namely,Chinese learning motivation,learning attribution and learning strategies.Teachers'interview mainly talks about students' Chinese learning level,existing problems and approach to improve Chinese autonomous learning.The results of the interview,as a supplement to the quantitative data analysis,aims to explain the relationship between the Chinese autonomous learning and learning motivation in a more objective and comprehensive way.The results of this study are as follows:(1)the Xinjiang minority college students' learning motivation and Chinese learning level showed a significant positive correlation.It presented in following specific ways:First,autonomous learning psychology and instrumental motivation(self-development,information media,external requirements)and cultural motivation(social responsibility,intrinsic interest,communication motivation)showed a significant positive correlation;Second,It showed a significant positive correlation in self-monitoring ability and instrumental motivation(self-development,information media,external requirements)and cultural motivation(social responsibility,intrinsic interest,communication motivation)and learning situation motivation;Third,autonomous learning behavior and social responsibility,self-development,intrinsic interest,information media and communication motivation showed a significant positive correlation.(2)The regression influence of Chinese learning motivation on autonomous learning is significant.It presented in following specific ways:First,the regression function of social responsibility,personal development and information media of the learning motivation on autonomous learning is significant.Second,the regression function of intrinsic interest,social responsibility,personal development and information media of learning motivation on the self management ability of learning is significant.Third,the regression function of social responsibility,intrinsic interest of learning motivation on autonomous learning behavior is significant.(3)There are significant differences among the three dimensions of gender variables of the learning motivation,they are personal development,information media and communication motivation.And boys higher than girls;There are significant differences between self-regulated learning and self-monitoring ability in gender variables,and boys higher than girls.The variable that Chinese learning initial age have significant differences in learning motivation in all dimensions.Students who start to learn Chinese at the age of 10-12 have a higher learning motivation than others.The variable that Chinese learning initial age have significant differences in autonomous learning in all dimensions.Students who start to learn Chinese at the age of 10?12 have a higher level of Chinese autonomous learning than others.