| Motivation is one of the most influential factors of individual differences in second language learning.Motivation is generally regarded as a key factor in second language learning.Therefore,it is of great significance to study students’ learning motivation for Chinese as a second language teaching.This study takes Thai middle school students as the research object,and selects 200 students from the middle school and high school Department of Suwinthawong middle school in Bangkok as the sample of the research.The present situation and characteristics of Chinese learning motivation,the strategies to stimulate learners’ motivation and the application effect of Stimulating Strategies in the actual Chinese classroom are investigated by questionnaire survey,teacher-student interview,classroom observation and statistical analysis.The results show that the overall stability of Chinese learning motivation of Thai middle school students is poor,and some students’ motivation is "missing";students’ motivation for Chinese learning has certain compound,weak internal motivation,passive motivation and tool motivation.The factors influencing learning motivation are diverse and complex,among which the most important three factors are: 1.language level: related to the target language;2.learner level: achievement needs and self-confidence factors of Thai middle school students;3.learning situation level: school management and teacher role factors.Finally,this study proposes the strategies to promote the motivation of Chinese learning in Thai middle school students from the language level,learner level and learning situation level: imitation dependent strategy,cultural stimulation strategy,attribution training strategy,self-efficacy training strategy,process model strategy and stimulation demand strategy.Finally,the empirical research is carried out to verify the steps of the previous test,experimental teaching,post-test,questionnaire survey,result analysis and discussion. |
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