Motivation Study And Motivation Innitiatives Of Moroccan Chinese Learners

Since 2009,three Confucius Institutes have been established in Morocco.But the starting time is comparatively late.As a result,the teaching system is not perfect.Although the number of enrolled students in the Confucius Institute is large,many of them cannot finish the full Chinese courses.Motivation is one of the most important emotional factors influencing second language learning,which stimulates students to start learning,keeps them working hard and making progress towards their learning goals.The significance of studying motivation of Morocco Chinese learners is undeniable under the circumstance that many students cannot fulfill their Chinese courses.Understanding students' learning motivation can help us take targeted measures to better stimulate their learning,also contributing to the Chinese teaching in Morocco.Based on the previous observations and interviews with students,I have adopted a self-developed questionnaire with reference to relevant research at home and abroad.The survey was conducted on 183 Chinese learners at the Confucius Institute at Hassan II University in Morocco.The results show that: 1)Chinese learning motivations of Moroccan students can be divided into the following five categories:Integrative Motivation > Achievement Motivation > Instrumental Motivation >Opportunity Motivation > Intrinsic Interest Motivation.Intrinsic motivation and extrinsic motivation coexist.Gender and learning types have a greater influence on learning motivation.2)The overall motivation and the opportunity motivation of men is stronger than that of women,but the average value of woman's achievement motivation is higher than that of men.3)The opportunity motivation of the ?30-year-old age group is stronger than the >30 age group.4)The achievement motivation of the >2 years group is much stronger than the 1-2 years group.The instrumental motivation of the >2 years group is stronger than the <1 year group.5)The Chinese major has the strongest overall motivation,while the extra-curriculum class comes the second,and the credit course is the weakest.In the achievement motivation and opportunity motivation,the Chinese major is stronger than theextra-curriculum class and the credit course;in the Intrinsic Interest Motivation,the credit course is lower than the Chinese major and the extra-curriculum class;6)The HSK level shows no significant influence on the Chinese learning motivation.Finally,based on the research results of this paper,combined with the local situation in Morocco,specific measures to improve the Chinese teaching are proposed from types of motivation,related influencing factors,Confucius Institute and teachers.