A Relevanee Study On Chinese Language Attitudes And Motivation Of Thailand High School Students

As is known to all, the language learning attitude and motivation play a crucial role in foreign language learning. In recent years, the language learning attitude and learning motivation have continuously arose attention and an increasing relevant literature and masterpieces have been published. However, researches on the relationship of Chinese language learning attitude and motivation are not common. Though Thailand has become the best practice for the promotion of Chinese teaching in southeast Asia, researches based on high school student about Chinese learning attitude and motivation are rarely seen.In this paper, we took the students of Sangkeet high school in Thailand where the author came from as example and made descriptive statistical analysis and the correlation analysis about Chinese language attitude and motivation of them, which was conducted in the basis of theory that related with the language learning attitude and motivation. Research data was obtained by means of questionnaires and SPSS 19.0 statistical software was used for data statistics and analysis, and combined with observation and the interview results of the author in the daily teaching process for a more comprehensive interpretation of the data analysis.Research results have shown that the language attitude of high school students in Thailand is generally positive, and the functional factor in the structure is the most important. The background factors that influence the Chinese language attitude of high school students in Thailand include grade, if they are in a Chinese class, and their Chinese level. In terms of the grade, the functional factor of the students in Grade 1 is more positive than students in Grade 3; in terms of if the students are in a Chinese class, the affective factor of students in a Chinese class is more positive than those who are not in a Chinese class; in terms of the Chinese level, the functional factor of students with high Chinese level is more positive than those in low level. We have divided the learning motivation into reason and purpose. For reason, high school students in Thailand study Chinese due to the external encouragement, and there is an obvious difference of students in Chinese classes and non-Chinese classes in the aspects of the inner interest, external encouragement and external pressure. For purpose, the main purpose of the students is the instrument type, and students in Chinese classes and non-Chinese classes, as well as students with different Chinese levels all perform significant differences in the integrative type and instrument type. In motivation intensity, there is also an obvious difference between the students in Chinese classes and in non-Chinese classes. In the correlation analysis, motivation intensity is in the positive correlation with the affective factor in language attitude, the inner interest and external encouragement in the learning reasons, as well as the integrative type and instrument type in the learning purpose. In terms of the reasons for Chinese learning, the inner interest and language attitude are in positive correlation; moreover, both the integrative type and instrument type in the Chinese learning purpose are in positive correlation with the Chinese language attitude’s affective factor.The above research results enabled us to improve Chinese language learning attitude of high school students of Thailand more targeted, stimulate Chinese language learning motivation, improve language level and promote the Chinese international education more effectively.