Investigation And Analysis Of Learning Motivation And Attitude Of Chinese Learners

The relationship between China and Malaysia has a long history,and since the implementation of the "One Belt and One Road",trade cooperation between the two countries in various fields has become closer,and these two countries have already become an economic community and a community of destiny.In this economic and political background,the promotion and teaching of Chinese in Malaysia is particularly important and urgent.Learning Chinese is not only the complex and responsibility of the Malaysian Chinese society,but also the need for the entire people to improve their international competitiveness.Although Chinese teaching is developing,the research on Chinese teaching in Malaysia is still inadequate,even still blank in many fields,especially the study of the learning motivation and attitude of Chinese learners in Malaysia.In view of the important impact of motivation and attitude on Chinese learning,the author chose the Confucius Institute at the University of Malaya as a survey object and used a questionnaire,trying to explore the reasons for learning Chinese and their attitudes towards Chinese learning in different dimensions,so as to describe learners' motivations and attitudes,and explore the factors that affect motivation and attitudes.Finally,based on the results of the survey,make suggestions on teaching Chinese.This article mainly adopts literature reading method,questionnaire survey method,observation method and data analysis method to investigate the characteristics of learners' motivation and attitude and analyze the reasons behind the data.Through data analysis,it is found that firstly,the main learning motivation of the Confucius Institute learners is instrumental motivation,and the sorts of various motivations according to the degree of influence are“instrumental motivation> affective motivation> promotion motivation> realistic motivation> interest motivation> integration motivation> Blind motivation>compulsive motivation”,and learners have a positive attitude towards theentire Chinese language learning and have the highest recognition of teachers;secondly,the influencing factors are mainly social factors,individual factors,curriculum settings and Chinese characteristics;finally,we can offer feasible suggestions on the teaching from the perspectives of teachers,courses,learners,and culture.