The Research On Cambodia Middle-School Students' Motives Of Chinese-Learning And Student-Teacher Relations

The cultural exchange between China and Cambodia runs a long history which dates back to ancient times.Furthermore,the two countries maintain an intimate relations in all respects.In the past years,the prosperous development of Chinese-teaching cause witnesses an increasing number of Cambodian students to learn Chinese language.In order to further promote Chinese-teaching,the thesis conducted a survey and research on students' motives of learning Chinese and the faculty-students relations in middle schools of Cambodia as well as the relations between the two factors mentioned above.As an internal driving force of study,motives act as vital and emotional factor that influences learners' second language learning process and play an important role in a better learning of Chinese language.However,learning is an interactive activity and students' grades closely relate to teaching.Teacher-student relation is the most fundamental and significant interpersonal relation in teaching activities.Therefore,its effect on study motives has been drawing attention from both domestic and overseas researchers and this relation stresses on the importance of an establishment of a healthy teacher-student relation.This thesis regards study motives of Cambodian middle-school students and current situation of student-teacher relationship as the topic,conduct questionnaires on students' study motives,analyze study motives of Cambodian middle school students in learning Chinese language as well as interactive relations of student-teacher relationship and students' study motives with the focus on discussing the difference in variances such as gender,grade,Chinese race or non-Chinese race,learning duration,and reasonable time-rationing and suggest the corresponding and effective strategies with the hope of promoting the Chinese language teaching in Cambodia.The thesis conducted a survey with questionnaires in 258 middle-school students studying in three public Chinese-language schools in Phnom Penh.It aims to understand general situation of middle-school students' study motives in Cambodia and observe relations between student-teacher relationship and students' study motives as well asdifference in demographic variances caused by relationships of middle-school students and their teachers and their study motives.Research results indicate:(1)In respect of student-teacher relationships,Chinese teachers in middle schools of Cambodia keep a supportive relationship with their students with a sign of few conflicts with students with Chinese race than those with non-Chinese race.In addition,gender and distribution of teaching duration merely showed impact on their relationships.(2)In respect of study motives,the major study motives of middle-school students in Cambodia is instrumental motives with a clear sign that ninth-grade students are less motivated than seventh and eighth-grade students,and more than eight years learners are the least.Time rationing make an obvious difference in instrumental motives,integrative motives and internal motives.Dimension of study motives hardly influences factors of genders.(3)Mutual support between students and teachers positively predicts middle-school students' instrumental motives,integrative motives and internal motives in learning Chinese.Intimacy of students and teachers could positively predict students' external motives in learning Chinese.While conflicts between students and teachers could predict students' zero motives in learning Chinese.According to research results,the thesis provides corresponding strategies and suggestions on establishing a harmonious student-teacher relationship and stimulating Cambodian student's study motives.