| Motivation, one of the important factors that affect second language learning, provides learners with the inducement to start learning, and it is the headspring to impel constant efforts in their learning as well. The application of learning strategy plays an important role in one's learning, for it reflects learners'cognitive modes and learning laws, and it makes a strong impact on the development of learners'language. With the increasing numbers of foreign students in China, the individual study of learners has become a heated research topic in second language acquisition. And the learning motivations and strategies of learners at different levels or with different nationalities bear different features, which has been increasingly concerned by the field of teaching Chinese as a foreign language in our country. The learning motivation of second language refers to the reason or objective that learners want to learn a certain language. It is both stationary and dynamic. Learning strategy means the learners'cognition of their learning task, the application of learning methods and the control of learning processes. Quite a lot of studies have covered the development of learning motivation, learning strategy, or the relationship between the two factors or the relationship between the two and other factors. However, with regard to the present researches of our country on teaching Chinese as a foreign language, the researching methods of motivation and strategy are still rather simplified, and those researches seldom touch the relationship between them. Besides, most testees are students from Europe, the States, Japan or South Korea, and the researches were not conducted according to different learning phases and different colonies, so the conclusion has been lacking of generality and specificity. Therefore, regarding the present researches as the basis, combing the methods of literature review, questionnaires, interviews and case analysis, taking 44 Vietnamese students of the preliminary class in Guangxi Normal University for testees, using questionnaires for learning motivation and quantitative tables for learning strategy as investigating tools, this study analyzes and discusses the features of learners'learning motivation and learning strategy and their relationship. And the results are as follows: 1. The Vietnamese students in the preliminary phase present the highest motivation at the learner level, and the lowest at the learning situation level, and the dispersivity of the latter is more outstanding. Sex does not bear distinctive influence on motivation and female students present higher motivations over that of males at any level. Moreover, the high-score students have higher motivations at the language level, while the low-score students show stronger motivations at the learner level. 2. The most common strategies of the Vietnamese students in the preliminary phase is the communicative strategies, and the least one is cognitive strategies. The applying frequency of various strategies for male or female students is different to some extent, but its distinction does not prove a statistical significance. Female students tend to employ various learning strategies while male students would rather employ the communicative one. The high-score students tend to employ cognitive strategies frequently, whereas the low-score students tend to use the communicative one more often. 3. The motivation at the language level of the Vietnamese students in the preliminary phase has a close positive correlation with various kinds of strategies; but the motivation at the learning situation level has a negative correlation with meta-cognitive strategies and cognitive strategies. According to the results of the research, this study puts forward suggestions to induce the learning motivation of the Vietnamese students in the preliminary phase and to train their learning strategies.
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