A Study Of Correlation Between Chinese Learning Motivation Types And Self-identity Changes Of Foreign Students In China

Based on Chinese learining booming.the necessity of language learning motivation research and the importance of self-identity changes.This paper mainly uses the questionnaire and data quantitative analysis methods to investigate and study Chinese learning motivation and self-identity after learned.It is expected that the ereseairch results will allow scholars to pay more attcention to the learner's internal learning results.which will help Chinese teachers behave targetedly during teaching process and achieve better teaching results.This article is divided into six chapters.The first chapter is the introduction.which explains the background and research significance of the research.The second chapter is a review of the whole research,as a simple review of the development process of motivation research and identity research,including the typical classification of motivation,the stage characteristics of motivation research development,the identification research development model.Focus on the research in the field of learning English as a second language and learning Chinese as a second language,and remark it.The third chapter describes the specific research questions,ideas,methods and measurement tools used in the survey.In the fourth chapter,after briefly introducing the basic situation of the research object,the data of the questionnaire is analyzed in detail.The similarities and differences of motivation types and self-identity changes are separately determined according to gender,whether it is an ethinic Chinese,age,region.HSK level.Then through canonical correlation ainalysis to figure out the relationship between motivation types and self-identity changes.The main conclusions of this chapter are as follows:1.The students are mainly motivated by the cultural motivation which is represented by "intrinsic interest" and the instrumental motivation which is represented by "personal development".2.Self-confidence is the most important change in the self-identity of foreign students.The level of Chinese language has led to a large difference in the recognition of self-identification.3.The cultural motivation and situational motivation of international students are closely related to improving self-confidence and productive changes.According to the research results,some suggestions on Chinese teaching are put forward from the different types of learners for teachers,as well as the shortcomings of this research in the fifth chapter.