Research On The Learning Motivation Of Ukraine Chinese Learners In Non-target Language Environment

With the development of China’s economy and the improvement of international status, cooperation in various fields between China and Ukraine is growing, more and more Ukrainian people are beginning to learn Chinese.In the process of learning Chinese as a second language, learning motivation is one of the most important emotional factors. Learning motivation is not only the causes of students beginning to learn, but also prompt them to work hard. Therefore, the research on the learning motivation of Chinese learners has important reference value on "Teaching Chinese to Speakers of Other Languages".This paper is on the basis of researches on learning motivation in the field of second language teaching at’home and abroad, which is in refer to many research findings on learning motivation of "Teaching Chinese as a second language". We attempt to comprehensively investigate and analyze learning motivation of students in Confucius Institute of Kharkiv National V. N. Karazin University who leam Chinese from several theoretical point of views on psychological linguistics, pedagogy, second language acquisition, and we try to comprehensively make use of different methods such as questionnaire method, observational method, interviewing method and comparison method, in order that we can explorer its peculiarity which is different from "Teaching Chinese as a foreign language" in China. We not only research on the learning motivation difference of Ukraine local Chinese learners including some factors such as gender, grade, age, major, education background and Chinese level before admission, and found that the learning motivation of Ukraine local Chinese learners from strong to weak in turn is:integrative motivation, achievement motivation, instrumental motivation and external pressure motivation, girls have higher intensity of learning motivation than boys; but also research on the dynamic development process of their learning motivation, and found that learning motivation of Ukraine local Chinese learners may change according to time, improvement of their Chinese level, their learning strategies and teaching strategies of teachers. In addition, we compare our research results to others’ researches on learning motivation of Chinese leamers in Russian countries or regions, and analyze the reason about the difference of their learning motivation in different backgrounds, and summarize some characteristics of learning motivation of Ukraine local Chinese learners, such as diversity, overlapping and variability. At last, we put up with some teaching strategies which may stimulate and maintain learning motivation of Ukraine local Chinese learners according to their own characteristics.