An Empirical Study On The Teaching Motivation And Preference Of Teachers And Students In Southeast Asia

Based on the strategy ‘Two Strong Fort’, the open development space focusedon Southeast Asia and South Asia is very huge, which provides the rapid economicdevelopment with strong power and broad prospect. Yunnan province is theinternational big channel connected China, Southeast Asia and the Indiansubcontinent in South Asia, and is also the hub zone linked the Pacific to the IndianOcean. Developing and using domestic and international ‘two resources’ and ‘twomarkets’ is our major economic and strategic objective in future. In order to adaptthe needs of economic strategy, foreign language education on Burmese, Lao, Thaiand Vietnamese should be improved, so that teaching and learning Southeast Asianlanguages seems to be particularly significant.This paper takes learners for Southeast Asian languages and teachers asresearch objects, Yunnan province as study prospective, Reinforcement Theory,Auto-determinism Theory and Self-efficacy Theory as theoretical basis, andquestionnaire survey as research method. Meanwhile, the following researchquestions are framed for this study: What is the chief motivation of learners forSoutheast Asian languages in Yunnan province? Are teacher and student preferencesfor instructional activities related to motivation? Is there any difference inmotivation among different language learners? Is there any difference betweenstudent and teacher preferences for instructional activities?Chapter four is the key part of this paper, which is divided into seven parts. Thefirst part introduces the questionnaire and makes reliability test, and the test resultindicates that the reliability is relatively high. The second part uses factor analysis,extracting eight factors from motivation scale and five factors from preference scalein student questionnaire, and four factors from motivation scale and five factorsfrom preference scale in teacher questionnaire. The third part uses validity test, andvalidity of the questionnaire examined is high. The fourth part undertakesdescriptive statistical analysis on the factors extracted by the questionnaire, anddraws a conclusion that the motivation of learners for Southeast Asian languages in Yunnan province is the combination of integrative motivation and instrumentalmotivation. The fifth part analyses the questionnaire by correlation analysis, and theresults show that the learning motivation is positively correlated with preference forinstructional activities and is a significant correlation. Meanwhile, the teachingmotivation is positively correlated with preference for instructional activities as well.The sixth part are analyses by one way ANOVA and comes to a conclusiondisplaying that there is no significant difference in motivation among differentlanguages learners. The seventh part makes a comparison between teacher andstudent questionnaire, finally revealing that there is little difference between studentand teacher preferences for instructional activities.