Research On Students’ Chinese Learning Lackmotivation In Thailand Ordinary Public School

Thailand is one of the earliest and best-developed countries to start Chinese education. In recent years, with the promotion of Chinese language and Chinese culture in Thailand, Thailand launched a new round of Chinese-learning boom, but many questions also come to light. As a Chinese teacher volunteer to Thailand, the most direct experience of many teachers is:ordinary public schools didn’t highly emphasis on Chinese-teaching; as a whole, students’ motivations on learning Chinese are not strong and there are many students lacking of motivation. It causes students have less interest; teachers have difficulties in the teaching process as well. Therefore, in general, the result of Chinese-teaching in Thai public schools is not satisfactory.In the research field of second language acquisition, motivation has been considered as one of the most decisive elements that can affect foreign language learning. Researches of domestic and foreign scholars on the learning motivation has been quite comprehensive, but researches on learning motivation lack is still relatively rare, especially the lacking of Chinese-learning motivation as a second language. Based on the above situation, this paper intends to study motivation from the reverse angle and study the basic situation of Chinese-learning motivation lack of Thai students.This study uses methods that combined quantitative research and qualitative research. First, clarification the concept of the "motivation" and "lack of motivation" by conducting literature review comprehensively through the literature analysis; then,"Learning Motivation Scale" was drew up through dividing learning motivation into six dimensions on the basis of previous theoretical studies. Turn the missing motivation of learning into four dimensions, prepare Sale of lack of Learning Motivation, give out200questionnaires in Phutti School to investigate the missing situation of learning types and motivation of students and carry out statistical analysis for the data of the questionnaires by adopting SPSS19.0statistical software. Finally, interview the Thailand local teachers and the Chinese volunteer teachers in the five schools by means of interview methods. Analyze and finish the interview results as a supplementary questionnaire.The results show that:(1) more than30%high school students hold negative attitude to learning Chinese, and there has serious or more serious situation of lack of motivation and the phenomenon of lack of learning motivation gradually generate in study;(2) For intensity of learning motivation, there are obvious differences among students based on different grades, period of learning Chinese, lesson period and major. The differences in the intensity of learning motivation are not obvious for the students with different gender and identity (Are they Chinese). For the learning motivation types, there are obvious differences among students with different gender, grade, period of learning Chinese, lesson period and major. However, the differences among learning motivation types are not obvious for the students with different identity (Are they Chinese). For the lack of Chinese learning motivation, there are obvious differences among students with different gender, grade, period of learning Chinese, lesson period and major.(Are they Chinese). However, the differences are not obvious for students with different period of leaning Chinese.(3) There is a significant correlation between the integrate motivation, the instrumental motivation, the achievement motivation, the passive motivation and the learning motivation and mean value of missing motivation. But, there is not obvious correlation between the potency, the affiliated motivation and the missing motivation of learning. There is obvious negative correlation among the four factors as language attitude, learners’ psychology, learning environment and behaviors for the achievement motivation and the missing motivation of learning and there is obvious negative correlation among the four factors for the integrate motivation, instrumental motivation and the missing motivation of learning and there is no obvious negative correlation among the four factors for the potency, the affiliated motivation and the missing motivation of learning have no obvious correlation between motivation and learning motivation; there are obviously: the four factor is integrative motivation and instrumental motivation and learning motivation lacking obvious negative correlation; the three factors passive motivation and lack of learning motivation have significant positive correlation; the four factors and affiliated motivation and learning motivation have no obvious correlation.(4) Language attitude has the greatest impact on missing motivation of learning for learners. It constitutes a significant causal relationship between them.At the end of this paper, the author set forth the countermeasures and suggestions on stimulating the motivation of learning Chinese for ordinary high school students in Thailand and suppressing the missing motivation of learning Chinese from three aspects of top-level design, school support and the role of the teacher in combination with the results of the questionnaire and contents of teacher interview. I hope that the investigation and the study for Phutti middle school could be seen and promoted for reference by teachers and learners and do my best to make contribution to the Chinese education in Thailand.