A Study On Learning Motivation And Attitude Of Chinese Learners In Bulgaria

In the field of language teaching,scholars have carried out in-depth research on learners’ motivation and attitude in language learning.But most of these studies have focused on the acquisition of English,French and other Western languages as second language acquisition fields.Researches and investigations on Chinese learning motivation and attitude started late.Besides,most of researches was not carried out according to different countries.Therefore,it is difficult to provide reference for the development of Chinese language teaching during worldwide.In view of this,this study attempts to take Gardner’s Motivation Theory,Expanding the Motivation Construct put forward by Tremblay and Gardner,and Dornyei’s Three-Level Theory of Foreign Language Learning Motivation as the theoretical basis,and take the Attitude/Motivation Test Battery as the research tool.This study will investigate 47 Bulgarian Chinese learners by questionnaire and interview 7 subjects who were selected by classroom observation.This study in order to investigate the motivation and attitude of Bulgarian Chinese learners and find out the reasons why Bulgarian Chinese learners choose to learn Chinese as well as what attitudes they have towards Chinese,Chinese culture or Chinese society,etc.Aiming to provide targeted teaching advice to Chinese teachers and volunteers in Bulgaria.It also contributes to enrich the research framework of Chinese learning motivation and attitude,promotes the development of Bulgarian Chinese teaching career and the research field of Chinese learning motivation and attitude.The quantitative analysis of the learning motivation of Bulgarian Chinese learners shows that(1)The order of learning motivation of Bulgarian Chinese learners from high to low is internal motivation,integrative motivation,instrumental motivation,interest motivation,external motivation.(2)The internal motivation of Bulgarian Chinese learners is mainly due to their interest in Chinese learning and the challenge of learning Chinese.Integrative motivation stems from the learners’ desire to freely participate in communi-cation and appreciate Chinese culture.Instrumental motivation stems from the learner’s belief that learning Chinese can make them more knowledgeable and have good job prospects.The internal consistency of interest motivation is weak.Learning motivation is mainly from tourism demand.Learners’ external motivation is the weakest.They are less driven by external forces.A quantitative analysis of the learning attitudes of Bulgarian Chinese learners shows that(1)There are slight differences among Bulgarian Chinese learners’ attitudes towards the target language society and social groups,towards the Chinese language and Chinese language learning,and towards the curriculum,teaching materials and Chinese teachers.Students’ attitudes towards the curriculum,teaching materials and Chinese teachers are the best.(2)In the evaluation of attitudes towards the curriculum,teaching materials and Chinese teachers,the learners give affirmation to the teachers themselves,teachers’professional quality and teaching methods.But they have low sensitivity to the Chinese teaching materials and the school learning environment.In view of the above findings,according to the present situation of Chinese language teaching in Bulgaria.We suggest that Chinese teachers in Bulgaria should be more positive and enthusiastic towards teaching,and teachers should have the ability to reprocess teaching materials and create opportunities for students to learn about Chinese culture.The government should enrich the curriculum and allocate resources of teachers rationally.At the same time we also increase propaganda,seek the common point of culture between two countries and introduce contemporary China for student.