Investigation And Research On Motivation And Influencing Factors Of Chinese Learning Among Vietnamese Adults

With the rapid improvement of China’s international status,the world is witnessing the gradual increase in the "Chinese craze".Consequently,the research on the motivation of Chinese learners has become the key interest of scholars.In recent years,the number of people who learn Chinese in Vietnam,especially the young and middle-aged learners,has increased significantly.However,the previous research mainly focused on college students who learn Chinese,but ignored the group of young and middle-aged Chinese learners,which affected the guiding value of the existing research results for different groups.The investigation of Chinese learning motivation of young and middle-aged groups in Vietnam can provide an objective basis for the teaching strategies of Chinese educational institutions.This paper investigates the Chinese learning motivation of 379 young people aged 22-45 in Vietnam,by utilizing the methods of questionnaires and interviews.Based on the results of statistical survey and interview,the article categorizes the learning motivation of different Chinese learners,and further analyzes the individual differences in Chinese learning motivation of the participants in this survey.Results are as follows: 1)The primary Chinese learning motivation of Vietnamese middle-aged and young people engaged in diplomatic work is integration motivation.2)Instrumental motivation is the primary motivation for all the other occupations.3)There are significant differences in Chinese learning motivation among different gender,age and occupational groups.4)With the increase of learning time,the learners’ integrated motivation,self-evaluation of Chinese learning ability and attribution motivation strength also show a linear increase.According to the survey results,from the perspectives of both teachers and students,some countermeasures and suggestions have been proposed to stimulate students’ Chinese learning motivation and improve teaching outcome.First of all,Chinese learners should reduce anxiety,effectively adjust themselves,and actively communicate with teachers.Besides,Chinese teachers should always encourage and guide students,improve their own teaching quality,and strengthen educational informatization capabilities,so as to better stimulate the interest of Vietnamese middle-aged and young working groups in Chinese learning,and improve the teaching quality in Chinese training institutions.