An AN INVESTIGATION OF LEARNING MOTIVATION AND STRATEGIES OF CHINESE MAJOR STUDENTS IN THAI UNIVERSTIIES---TAKING BURAPHA UNIVERSITY AS EXAMPLE

Abstract

Motivation is one of the most important determinants of second language learner, while strategies are the methods that language learners choose to use for gaining more knowledge. This study divides Learning Motivation into Integrative Motivation, Instrumental Motivation, Achievement Needs, Result Attribution and Learning Environment, and Learning Strategies are divided into Memory, Cognition, Compensation, Metacognitive, Affective and Social strategies. This study uses questionnaire surveys, in-depth interviews and classroom observations to survey 163 Chinese major students at the Faculty of Humanities and Social Sciences, Burapha University, Thailand. Research shows that students have the strongest motivation in Integrative  and Instrumental Motivation, and the weakest is Result Attributable Motivation. Gender, Chinese proficiency, family background and learning time are not significantly related to Learning Motivation, but grade is significantly related to Learning Motivation. Meanwhile, Metacognitive Strategy is the most popular strategy, well Memory strategy is  the least frequently to use. There is no obvious connection between study time, family background, gender, and study strategy, which are mainly affected by Chinese proficiency and grade factors. At the same time, it is found that there is no significant correlation between Learning Motivation and Learning Strategies in Chinese Major students. Finally, base on this result, suggestions for Chinese teaching are proposed.