Study On Central Asian Students Learning Motivation Of Chinese From A Cognitive Perspective

This paper observes and studies Central Asian students learning motivationof Chinese from the subject and the object and the environment of the CentralAsian students Chinese learners’ cognition, specifically refers to three cognitivedimensions: the Chinese language cognition, the Chinese learning self cognitionand relevant Chinese information environment, Studying the relationshipbetween Cognitive factors and learning motivation including the investigation ofChinese value, interest in Chinese, Chinese learning difficulty, hope, confidence,ability, method, self development, accidental factors, the Chinese teachingenvironment, relevant social environment11cognitive factors. The authordiscusses the Central Asian students each dimension of cognitive reasons andinfluence of cognition on their Chinese learning motivation throughquestionnaire survey and data processing and analysis of the survey data bySPSS17.0. Analysis results show that in the three cognitive dimensions, Selfcognition plays a decisive role in the learning motivation on learning behavior,the Chinese language cognition plays a very important role in stimulatinglearning motivation, environment cognition least effect to motivation to learn.On this basis, the author uses the theory of Chaos Theory, proposed in theCentral Asian students in Chinese teaching, application of teachers’ teachingmethods and the compilation and selection of teaching materials should payattention to the overall flexibility, the role of emotional factors and thedevelopment of ideas to play.