A Study Of Learning Motivation Of Cambodia Chinese Heritage Language Learners

Currently,Chinese education in Cambodia is mainly based on the 78 Chinese schools which belong to the Cambodian-Chinese Council of the Kingdom of Cambodia.As Chinese is becoming more and more popular in Cambodia,not only Cambodia born Chinese people have paid more attention to Chinese learning,but also the local Cambodian students have started to learn Chinese in Chinese schools.The original intention of the Chinese school was to spread and inherit Chinese culture,but in our research we found that the teaching object of the Chinese language school is not just Chinese today,and Chinese race cannot demonstrate the corresponding language advantage in the traditional Chinese teaching mode.So,it's necessary to make the research about Chinese heritage language learners.Learning motivation has a significant impact on learners' learning status in the research about learner.Referring to the theory of heritage language and based on the actual conditions,This article define the students whose parents can speak Chinese as the Chinese heritage learner.and we analyze the Chinese learning motivation of local Chinese students on the perspective of heritage language.This article is divided into four chapters:Chapter 1 is Introduction,introduce the background of the topic,reasons,meanings and purposes,defined the students whose parents can speak Chinese as the Chinese heritage learnerChapter 2 is Literature Review,this part summarizes the current research about Chinese heritage language and the learning motivation.Chapter 3 is the Survey of Learning Motivation of Chinese Heritage Language Learners in Zhongshan School,Siem Reap.This chapter is divided into five aspects:research design,the analysis of reliability and validity of questionnaires,the results of motivation intensity and motivation types of Chinese Heritage Language Learners,the comparative analysis of non-Chinese Heritage Language Learners and Chinese Heritage Language Learners,the correlation analysis of Chinese Heritage Language Learners' motivation strength and motivation type.Chapter 4 is Conclusions and Recommendations,the first part summarizes the conclusions of the investigation and analysis of the Chapter 3,the main conclusions are as follows:1.Female CHLL's motivation intensity is higher than male CHLL,and the CHLL is higher than non-CHLL;the learning motivation intensity of CHLL increases with the increase of learning time;the CHLL who did not have HSK test scores or never been to China has stronger learning motivation intensity;the CHLL who often used Chinese outside school has the highest motivation intensity.2.Through stepwise regression analysis,we identified three variables that most affected the learner motivation of inheritance language: Integration Motivation,School and Teacher.3.Motivation intensity of CHLL is higher than non-CHLL in each aspect of motivation type,but CHLL's motivation intensity is lower than non-CHLL in six items: Interest in Chinese,Development of Intelligence,Speaking Chinese in Class,Stressed,Good School Environment,Like Teachers and Teachers are Interesting.The second part of this chapter is based on the research conclusions,combined with actual teaching situation,make relevant suggestions from two aspects to improve the teaching of CHL in Zhongshan School,Siem Reap: promoting dual-track teaching,improving the language teaching.The conclusion part summarizes the research,and puts forward some deficiencies from the limited sample size and the effectiveness of the research method.