| Learning motivation and learning strategies are two factors that can not be ignored in the process of second language acquisition.Strong learning motivation promotes students’ second language learning,and the use of learning strategies also has a great impact on students’ learning effect.As a language,Chinese plays an important role all over the world.Based on the theory of learning motivation and learning strategies,and O’Malley&Chamot’s classification of learning strategies and Meng Wei’s(2007)questionnaire on learning motivation,a questionnaire survey and interview are conducted on 78 Cambodian middle school students’ basic learning situation,Chinese learning motivation and Chinese learning strategies.The author analyzes the grade,age,gender,Chinese grades and ethnic Chinese by SPSS19.0.At the same time,it analyzes the correlation between learning motivation and learning strategies.The results show that: firstly,the strongest learning motivation of Cambodian middle school students is instrumental motivation,followed by achievement motivation and intrinsic motivation;secondly,metacognitive strategies are often used by students,while social strategies are seldom used;thirdly,there is a positive correlation between integration motivation,intrinsic motivation and learning strategies.The stronger the students’ internal motivation and integration motivation are,the more various the learning strategies,ways and methods they choose to use are,and the more conducive they are to Chinese learning.There is a positive correlation between affective strategies and learning motivation.The higher the sense of achievement is,the stronger the learning motivation is.Finally,this paper puts forward suggestions for Chinese teachers and Cambodian students on the stimulation of Chinese learning motivation and the cultivation of learning strategies,so as to provide some reference value for Cambodian middle school students’ Chinese learning effect and the professionalism of Chinese teachers. |
