Department of General and Professional Pedagogy, Institute of Social and Humanitarian Sciences, Orenburg State University, Almaty, Kazakhstan.
J Psycholinguist Res. 2023 Oct;52(5):1559-1570. doi: 10.1007/s10936-023-09963-2. Epub 2023 May 4.
Motivation and a positive attitude play a decisive role in learning any foreign language. This study aims to investigate the motivation behind learning Chinese language in Central Asia and Russia and to identify the main problems related to mastering this language in those countries. The study draws on an anonymous questionnaire survey involving students and multiple oral interviews with Chinese language learners and teachers. The information was collected and analyzed manually by the researchers. The resulting statistical data was generated in Microsoft Excel and then presented as charts and tables. Through a student survey and teacher interviews, the study identified the long-term and short-term motivators for learning Chinese language, namely study (5%), cultural interest (7%), friendship (15%), cross-border communication (20%), travel intentions (25%), and greater employment opportunities (28%). The most common reason for learning the language was a desire to work in China (28%), and the least popular one was to study there (5%). Teachers defined motivation as a major challenge in teaching Chinese language (79%). According to teachers, learners with low motivation and unmotivated individuals are hardly responding to what happens in the classroom. The results of the study may be used as a platform for further research in education, teaching, psychology and linguistics.
动机和积极的态度在学习任何外语中都起着决定性的作用。本研究旨在探讨中亚和俄罗斯学习汉语的动机，并确定在这些国家掌握这门语言的主要问题。该研究借鉴了一项匿名问卷调查，涉及中亚和俄罗斯的学生，以及对多名汉语学习者和教师进行的多次口头访谈。研究人员通过手动收集和分析信息。生成的统计数据在 Microsoft Excel 中生成，然后以图表和表格的形式呈现。通过对学生的调查和对教师的访谈，研究确定了学习汉语的长期和短期动机，即学习（5%）、文化兴趣（7%）、友谊（15%）、跨境交流（20%）、旅行意图（25%）和更多的就业机会（28%）。学习汉语最常见的原因是希望在中国工作（28%），而最不受欢迎的原因是在那里学习（5%）。教师将动机定义为汉语教学的主要挑战（79%）。根据教师的说法，动机较低的学习者和没有动机的个体几乎不会对课堂上发生的事情做出反应。研究结果可作为教育、教学、心理学和语言学进一步研究的平台。
