Research On Chinese Learning Motivation Of Students In Korean Chinese Training Institute

"Chinese fever" in Korea is characterized by the nationwide Chinese learningneeds in different groups and different areas. Korean Chinese traininginstitution-Chinese teaching institute, is a commonly existed Chinese teachinginstitution in Korea. Different from other full-time schools, Chinese TraningInstitute has no age limit, learning background when enroll students. Students alsohave various careers, ages, learning needs and learning time. Students havesubjective training needs, but due to the complexity of the students, theirmotivation is also showing a certain degree of diversity. Students of the same classwill show Chinese learning differences. Motivation is dynamic, so their motivationto learn is not static. For teachers, they will give a more targeted, focused teachingwhen they have a good understanding of students’ motivation.Chinese study circle towards the study on motivation of Korean people inthis kind of language training institution is almost blank. The author hopes to maketentative research on this area. This dissertation makes surveys among3Chineseteaching institutes in south district, Ulsan City, southern Korea, aimed to discoverthe characteristics of the student motivation.This paper researches on Chinese training institutes’ student motivation throughquestionnaires, face-to-face personal interviews. Questionnaires obtain data fromstudents through eight dimensions of Chinese learning purpose, motivationstrength, attitude testing etc,. Besides, it uses SPSS19.0social statistical softwareto make descriptive statistical analysis, correlation analysis and differentialanalysis. Thus to know students’ gender,age and institute environment’s influenceon student motivation. The finding shows that: firstly, Most of the students show that they have one mainmotivation, supplemented by some other motivations in the same time; Secondly,compared with other students in the training institute, primary and middle schoolstudents, staff, students participating HSK(Chinese Proficiency Test)have obviousinstrumental motivation, but this type of motivation is not the main type. Thirdly,gender, age of the students have certain impact on their motivation; Fourth, theimpact of teachers on students is great, explained by motivation changes,motivation persistence, students’ interest in Chinese and their failure attribution.In view of the above situation, the author makes suggestions on how to improvethe motivation on three aspects: teachers, students, and the training institute itself,hoping to give reference proposals for similar teaching institutions at home andabroad.