| Motivation to learn has always been a powerful factor in the perspective of language learners’ learning effectiveness,How to regulate learners’ motivation to learn to guide their learning activities and improve their L2 level and language achievement has always been an important topic in the field of second language acquisition.This paper refers to a large number of literature about motivation to learn at home and abroad.Based on my own teaching practice,using the methods of questionnaire,interview method and observation method.This paper studies the motivation to learn of Chinese learners in Confucius Institute of Kenyatta University and the correlation between motivation to learn with Chinese scores.The hypothesis of this study is that there is a significant positive correlation between Kenyan Chinese learners’ motivation to learn and their Chinese scores,and individual differences in gender,age,length of learning Chinese,classes etc.will lead to the correlation differences between their motivation to learn and language scores.The conclusion of the study suggested that the Chinese scores of Chinese language learners in Kenya is closely related to the intensity of their integration motivation,instrumental motivation and internal motivation,and the positive correlation between scores and motivation is significant.However,compared with the Chinese learners in other regions in the existing study,the correlation between their achievement motivation,external motivation and Chinese scores is not significant.At the same time,the correlation between various types of motivation to learn and Chinese scores of Kenyan Chinese language learners is affected by gender,age and other individual differences.There are two specific effects: Learners with different gender,age,class and length of study have different types of motivation to learn,which are closely related to scores,and their Chinese achievement with the degree of correlation between various types of motivation to learn are also different.On the basis of the conclusion and from the perspective of teachers and Confucius Institute(school),this paper puts forward some suggestions to stimulate or maintain learners’ Chinese motivation to learn and improve learners’ Chinese level.Teachers should make clear learners’ motivation to learn,pay attention to their individual differences and teach students in accordance with their aptitude.Confucius Institute should meet the learning needs of different learners by optimizing curriculum,adding multi-purpose courses,and hold experience sharing meeting regularly,etc.It is hoped that the above suggestions can provide theoretical support and teaching reference for the Confucius Institute of Kenyatta university to improve learners’ motivation to learn and cultivate high-level Chinese learner. |
