Research Of Thailand Pathumrat Pittayakom School Students Motivation Of Learning Chinese On Chinese Classroom Teaching

With the development of globalization and the sharply rise of the third world, the international standing of China is increasing. The trend of Chinese gradually sweeps the world, and become the unstoppable trend. At the same time, the researches about Chinese be the second language of experts and scholars from all the world is endless. However, the most of these researches focused on the overseas student in China. The research for the local student of foreign is few. The motivation of learning Chinese and the effective of Chinese classroom teaching is more less.The basis of this article is the results of the theory in former research. The respondents in this article are choosing from the students, who study Chinese language Pathumrat Pittayakom School in Thailand, there are six different kinds of learning motivation: integrative motivation, instrumental motivation, passive motivation, attribution, valence and self-efficacy. Through the questionnaire, this article analyses how Chinese students learning motivation influences on Chinese classroom teaching. Depending on the results of research, the following suggestion are:1. If the Thailand students have stronger integrative motivation, they will have the keener study interest and much more students’ participation. For better to improve the students’ integrative motivation, we should reasonable use teaching materials.2. The Thailand students who have strong instrumental motivation have a strong purpose on Chinese study. When the classroom content related to teaching objectives, the students’ attention will be increased, on the other hand, will be reduced. So, we need to choose teaching content carefully.3. The most negative Chinese learning attitude is the passive motivation, the Chinese learning confidence decreased apparently. For this student, to build the matching teaching environment is very important.4. Most students doubt themselves whether they can learn Chinese well, even though people still speak highly of the Chinese language study today. So we should not only adopt diversified teaching methods, and to have a young Thai local teachers to improve students learning Chinese self-confidence.5. In terms of attribution, the school boys and girls had little difference in other motivations, If girls learn Chinese is not ideal, they would try to find the reasons from the outside. While boys would try to find the reasons from themselves. At the same time, from the boys in class performance attitude, at the same level, participation of boys is higher than girls in class. Therefore, the Chinese volunteer teachers with professional knowledge is very necessary.6. The titer of students is high, which would indicate that they have fully and comprehensively understand the international status of China and importance of Chinese. At school, if we put the language, culture and activities together, it will be good for students to understand China and Chinese.