| Summary: | 碩士 === 國立臺中教育大學 === 語文教育學系華語文教學碩士班 === 106 === Research on learning motivation is highly valued in educational psychology, psycholinguistics, and Chinese language teaching psychology. In foreign language learning, the motivation of learners is one of the important reasons leading to the success of learning. So far, the study on the motivation of foreign language learning has a certain quality. Because the motivation of learners is helpful for the future development of the Japanese language curriculum and the teaching methods of the textbooks, it is of great significance. At present, Japanese nationals studying Chinese language are mainly engaged in work and sightseeing, and most of them are economical. Competent members of the community are therefore able to plan their own Chinese language courses in accordance with their motives for learning and motivating their willingness to learn. This can support the importance of this study, both from the standpoint of the academic research on Japanese language teaching and the practical perspectives of its application.
Based on the above background and importance, the purpose of this study is to: 1. Develop a tool for assessing the motivation of the Japanese community to participate in Chinese language learning. 2. Analyze the types of motives for Japanese community members participating in Chinese language learning. Third, explore the similarities and differences between different background variables of the Japanese community in participating in the Chinese language learning motivation. In terms of research methods, a quantitatively oriented questionnaire survey was used to explore the motivation of Japanese community members to participate in Chinese language learning. Project analysis, exploratory factor analysis and internal consistency were used to examine the validity and validity of the assessment tool and analyze The types of motivation in Chinese language learning are also compared with independent sample t-tests and single-factor multivariate analysis to compare the personal background variables of Japanese social individuals and the similarities and differences in Chinese language learning motivation.
The conclusions of this study are:
1. This assessment tool can effectively measure the motivation of Chinese language learners in Chinese language learning.
2. There are eight types of language learning motives for Japanese community members: “Factors for teachers and students”, “Factors for assessing Chinese language ability”, “Influence of information technology and resource use,” “Importance and input of Chinese language "Factors", "Pluralism of Chinese Language Learning and Factors Recognized by Others", "Elements of Need for Chinese Language", "Factors of Chinese Language Learning Achievement" and "Chat Interaction Factors."
3. There are four background variables in the "age", "vocational", "learning time" and "degree of self-assessment of Chinese language" of Japanese community members. There are differences in Chinese language learning motivation.
Finally, based on the above conclusions, this study proposes specific recommendations for Chinese language teaching practice and follow-up research in the future.
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