The Real Research Of The Motivation In Learning Chinese Of Vietnamese Student Who's Unprofessional In Chinese Major

Foreign language learning is an extremely complex process, which involving many factors. Among them, motivation is one of the key factors to influence the success or failure of learners'language learning.Base on the real situation in learning Chinese of Vietnamese student who is unprofessional in Chinese Major, we developed measuring tables of the motivation of Vietnamese student who is unprofessional in Chinese Major in Chinese language study, and we also carried out empirical research by means such as classroom observation, personal interviews, and other means of investigation. The subject investigated are 335 freshman, sophomore, and junior Vietnamese student who is unprofessional in Chinese Major of Vietnam Commercial University and Vietnam Hanoi National University of Education. In this paper, we summarized the general situation of Vietnamese student who is unprofessional in Chinese Major, and analysed the categories of motivation of their Chinese learning. Meanwhile, we also discussed the influence of personal factors on learning motivation and learning performance, such as gender and grade. At last, we summarized the current problems existing in the Chinese teaching of Vietnamese student who is unprofessional in Chinese Major, and put forward some corresponding solutions.The results suggest that:1. At present, the overall learning motivation of Vietnamese student who is unprofessional in Chinese Major is strong. Observing from the three levels of language, learner, and learning situation of Dornyei, the learning situation of Vietnamese student which is not professional in Chinese are relatively visible.2. There are mainly nine categories of learning motivation for Vietnamese students which is not professional in chinese:Instrumental motivation, Integrative motivation, Learning situation motivation, Social responsibility motivation, Information medium motivation, Language activity motivation, Interest motivation, Passive motivation, and Abroad motivation. Among them, the Instrumental motivation takes up the highest proportion. 3. Different gender and different grade Vietnamese student who is unprofessional in Chinese Major have differences on the dimension of Chinese learning motivation.4. Now the learning performance of Vietnamese student who is unprofessional in Chinese Major is not so satisfied, and there also many problems in teaching.Based on the results of this research, we think that teachers should stimulate the students'learning motivation in their teaching, so as to improve students'learning motivation and to gain better teaching effect.