Study On The Influencing Factors Of Chinese Learning Motivation Of Russian Intermediate And Advanced Chinese Learners

With the continuous improvement of China’s international status and the deepening cooperation between China and Russia,more and more people are learning Chinese in Russia.Motivation is an important factor in second language acquisition,which determines the success or failure of learning.In the educational practice,the author finds that the learning motivation of Russian middle and advanced Chinese learners is constantly changing in the learning process,which is very significant.Based on the self-system theory of second language motivation,this study aims to make a grounded theoretical analysis of the situation of the enhancement and decrease of learning motivation of Russian middle and advanced Chinese learners by means of retrospective composition,interview and other methods,and use Nvivo 20 software to find out the influencing factors behind the change of learning motivation and explore the nature of the change of learning motivation.In addition,this paper constructs a theoretical model of the factors influencing the increase of motivation and the factors influencing the decrease of motivation of Russian intermediate and advanced Chinese learners respectively.The main influencing factor for Russian intermediate and advanced Chinese learners’ reduced motivation is the difference between the possible Chinese self and the real Chinese self,and this self-difference is caused by the Chinese self-factors.Personal Chinese learning situation,environmental factors,external pressure,Chinese learning interest and other self-influencing factors can cause changes in the real Chinese self,the should Chinese self and the ideal Chinese self.The difference between the Possible Chinese Self and the Real Chinese Self leads to a decrease in motivation by acting on individual cognition(including reduced self-efficacy,negative emotions and feelings,and lack of learning goals),which ultimately leads to a decrease in the value of learners’ learning expectations.The main factor influencing the increased motivation of Russian intermediate and advanced Chinese learners is also the difference between the possible Chinese self and the real Chinese self.The higher Chinese self-factor,including the higher real Chinese self-factor,the higher desirable Chinese self-factor and the higher ideal Chinese self-factor,leads to a change in the size of the gap between the possible Chinese self-factor and the real Chinese self-factor.This difference will lead to a change in learners’ individual cognition,which is reflected in a higher sense of self-efficacy and higher learning expectations,and ultimately leads to positive learning emotions and thus increased motivation.Based on the results of the study on the factors influencing the increase and decrease of motivation of Russian intermediate and advanced Chinese learners,this study makes some suggestions for Chinese teachers and Chinese learners respectively.Suggestions for teachers include creating a good Chinese learning environment,paying timely attention to students’ Chinese learning,helping students to build self-confidence in learning,and guiding Chinese learners to understand the value of Chinese;suggestions for learners include actively playing the role of selfdifference,building positive learning emotions,studying in pairs and supporting each other,paying attention to Chinese culture,and enhancing their interest in learning.