The Study On Learning Motivation And Culture Integration Motivation Of Korean Students Learning Chinese Language As A Foreign Language In China

In this paper, the author put forward the concept of "immigrated students in China" analyzing it with foreign students and native learners. Targeting at the Korean students of the International Department of Qingdao No.2High School as the research object, this paper is studying the subjects’ Chinese learning motivation, learning effort and expectations of Chinese learning with a questionnaire survey, and their understanding of the culture resulted in Chinese learning motivation through interview.Through the analysis of survey data, interviews, questionnaire, combining with the practical experience in the teaching practice, this paper gets the following conclusions:1. Korean students in the certain school don’t have such a different learning motivation on the whole and their maximum power to learn is meant to obtain a HSK certificate; however, in terms of teacher, teaching materials, classroom atmosphere and learning environment factors, the subject students get greatly influenced. They don’t have a strong sense of social responsibility, no much academic pressure, and their anxiety degree is low; their learning is typically the passive learning, without much interest in going abroad. So they have a weaker motivation of cultural integration.2. Korean students have a good attitude towards learning Chinese, but without enough efforts; their Chinese learning expectation is moderate, and not active to learn the Chinese customs and culture, lack of further enhance the level of Chinese, lack of demanding of understanding Chinese social and cultural stuff.At the same time, they also know Chinese society and culture through observation, and they are willing to use Chinese to do communication and discussion in the classroom.3. Korean students are indulged in two different languages, cultures, showing double characteristics. They have a psychological paradox in cultures. The gap between their identity of Korean and the native Chinese socially and psychologically hindered their culture integration into Chinese society and prevent them from improving Chinese level.Finally, according to the research conclusions, suggestions are put forward on how to improve the Chinese teaching of Korean students, and the practical experiences are summarized.