Study On Learning Motivation And Achievements Of Chinese Learners In Moldova

Since the reform and opening up,China's economy has developed rapidly and the overall national strength has been significantly improved.At the same time,the influence of Chinese culture on the world has been increasing.It has attracted the attention and pursuit of people in all countries,and China has established Confucius Institutes in various countries around the world.It aims to promote Chinese and disseminate Chinese culture to local residents.Chinese is the carrier of Chinese culture and is also an important connotation for the dissemination of Chinese culture.Efforts to improve the Chinese language level of local learners are an important task of the Confucius Institute.However,because Chinese is a foreign language for local learners,there are certain obstacles in both the teaching process and the learning process,which results in significant differences in learning effects between different learners.What causes the differences in Chinese performance among different learners?Studies have shown that the effects of second language learning are influenced by many factors,including external factors such as social environment,family characteristics,and teaching ability,as well as intrinsic factors such as individual's learning attitude,emotion and learning motivation.Among them,learning motivation It is the most important factor that influences individual's second language learning achievement.In the previous literature,when studying the influence of learning motivation on the performance of language learning,the focus was mainly on the study of mother tongue learning.In a few parts,the effect of learning motivation on the learning effect of learners' second language in the context of target language was explored.In non-target language environment,the effect of learning motivation on the effect of second language learning.Based on this,this article takes the Chinese learners of the Confucius Institute at the Free University of Moldova as the research object,and adopts the methods of questionnaire and quantitative analysis to explore the influence of the learning motivation in the non-target language environment on the achievement of Chinese as a second language,and the differences.Differences in the effects of type learning motivation.In addition,the paper further studied the influence of learning motivation on Chinese learning achievement among learners of different gender,learning duration and grade.It was found that the learning motivation of Chinese learners in Moldova has a significant positive relationship with Chinese achievement.The positive relationship between the integration motivation and the Chinese learning achievement is the strongest,followed by the achievement motivation,intrinsic motivation and instrumental motivation,and external motivation.There is no significant positive relationship with academic performance.In addition,the strength of the relationship between learning motivation and Chinese performance differs sharply between different genders,Chinese learning duration,and grade individuals.After further multiple regression analysis,it was found that the integration motivation,instrumental motivation,intrinsic motivation,and achievement motivation of Chinese learners in Moldova have significant positive predictive power for Chinese language learning,in which the integration motivation is the strongest.Followed by achievement motivation,intrinsic motivation and tool motivation.This study not only expands the research field of the effect of learning motivation on the achievement of second language learning in non-target language environment,but also provides teaching experience for the dissemination of Chinese as a foreign language from the perspective of learning motivation.