Investigation And Study On The Learning Motivations Of Chinese Major Students In Brawijaya University,Indonesia

This paper takes motivations as the research angle,and takes Chinese major students of Brawijaya University in Indonesia as the research object.The paper is guided by Robert Gardner and Wallace Lambert’s Motivation Theory of Social Psychology and Trembly and Gardner’s Extended Motivation Theory Model.In addition,the author used many methods,including: questionnaire survey,classroom observation interview,literature collection method and statistical analysis method,to have a quantitative and orientated study on the intensity of five learning motivations of Chinese major students in Brawijaya University,which are:internal motivation,external motivation,instrumental motivation,integrative motivation and achievement motivation.The intensity of learning motivation can increase or decrease as time goes by,and can also be affected by a variety of external factors.Therefore,the author also explores three important factors that affect learning motivation,which are school age,gender and family environment.The main researches are focused as following:1.On the whole,the intensity of five learning motivations are: internal motivation>achievement motivation>integrative motivation>external motivation>instrumental motivation.2.The school age,gender and family environment all affect learning motivation.The intensity of instrumental motivation of boys is higher than that of girls,while the intensity of integrative motivation of girls is higher than that of boys.The intensity of external motivation and instrumental motivation of two-year school age students are significantly higher than that of three-year school age students,and the intensity of internal motivation and achievement motivation of three-year school age students is significantly higher than that of two-year school age students.By contrast,the intensity of external motivation of Chinese Indonesian students is significantly stronger,while the intensity of integrative motivation of non-Chinese Indonesian students is stronger.3.The relationship between grade and learning motivation is complex.The grade has an inverted U-shaped relationship with internal motivation,a W-shaped relationship with external motivation,an N-shaped relationship with integrative motivation,a U-shaped relationship with instrumental motivation,and an inverted U-shaped relationship with achievement motivation.The above research results provide a new point for the Chinese teaching and learning of teachers and students in this school,and have guiding effect for Chinese educators and learners in this school.The sixth chapter of this paper proposes effective teaching suggestions according to the research results.Teachers should understand the basic information of students and promote the transfer of students’ motivation.Students should adjust their appropriate intensity of learning motivation and choose the right motivation according to the learning task.We need fully understand the role of motivation in second language learning so as to promote the vigorous development of international Chinese education.