Mid-level Foreign Students' Learning Motivation Types And Related Research

Motivation plays an important role in second language learning, which can activate, guide and strengthen the learning activities for students. As Chinese is becoming more and more popular, the number of foreign students who come to China to learn Chinese is increasing rapidly.The research on the type of Chinese learner's motivation will provide empirical references for the practice of teaching Chinese as a second language.Taking intermediate and advanced Chinese learners as the objects of study, this paper compiles on its own the 'Intermediate and Advanced Chinese Learner's Motivation Questionnaire' on the basis of former achievements. The research mainly focuses on four aspects:the classification of intermediate and advanced Chinese learner's motivation; the difference of intermediate and advanced Chinese learner's five types of motivation under the influence of various factors; the change in the type of learning motivation of Chinese learners from intermediate level to advanced level; and the relationship between the type of intermediate and advanced Chinese learner's motivation and the HSK score. The following conclusions can be drawn by the research:1. Intermediate and advanced Chinese learner's motivation can be divided into five categories:culture integrative motivation, social communication instrumental motivation, intrinsic motivation, extrinsic pressure motivation and achievement motivation.2. Intermediate and advanced Chinese learners at different ages bear significant difference both in intrinsic motivation and extrinsic pressure motivation. Intermediate and advanced Chinese learners in different regions have significant difference in social communication instrumental motivation. Intermediate and advanced Chinese learners with different study forms have significant difference in social communication instrumental motivation. Intermediate and advanced Chinese learners who began learning Chinese at different ages have significant difference both in culture integrative motivation and social communication instrumental motivation.3. There are significant differences between intermediate Chinese learners and advanced Chinese learners both in culture integrative motivation and achievement motivation. With the improvement of their Chinese the intermediate and advanced Chinese learner's culture integrative motivation and achievement motivation get enhanced increasingly.4.The culture integrative motivation and achievement motivations of intermediate and advanced Chinese learners bear positive correlation to the HSK score. The communication instrumental motivation of intermediate and advanced Chinese learners have negative correlation to the HSK score.The outcome of this research can provide empirical references for the practice of teaching Chinese as a second language,meanwhile, the results are valuable and meaningful on how to help students learn well.