The Stdudyof Motivation On Differentbackgroud Students The Learning Of New Zealand Middle School Students

This paper is based on learning motivation of second language acquisition theory from Gardner and Lambert which divides motivation into two categories: the integrated motivation and the instrumental motivation. The paper also has learned the researches from Rod Ellis, D?rnyei and other linguists. The author combines the research from middle school students in New Zealand with second language acquisition theory, and put students into two categories according to their background from ethnic Chinese to non- ethnic Chinese. In that case, can we learn and tell the differences between these two kinds of students and figure out their various motivations. On that basis, the mandarin teachers in New Zealand can adjust their teaching methods according to the differences. The results show that being affected by internal and external causes, there are great differences between Chinese to non- ethnic Chinese students in learning motivations, strategies, attitudes and expectations. Most of Chinese students have integrated motivation while non-Chinese students have instrumental motivation. Chinese students would link to learn more and deeper; however non-Chinese students are more likely to use mandarin as a communication tool. Local teachers can refer to these researches to revise their teaching approaches in a better way.