Humanities
  • ISSN: 2155-7993
  • Journal of Modern Education Review

A Study of the Chinese Learning Motivation among Learners in Finland

Wang Hong1,2
(1. School of Foreign Languages, Renmin University of China; 2. Confucius Institute, University of Helsinki, Finland)

Abstract: This study aims to describe and examine the learning motivation of Chinese language learners in Finland as well as the variables that might affect their learning motivation. A total of 178 learners from the Confucius Institute at the University of Helsinki and its five teaching sites in other cities participated in the survey and completed a questionnaire reflecting six types of motivation for learning Chinese. Descriptive statistics and Independent Samples Tests were conducted. Results indicated that Chinese language learners in Finland have the highest degree of integrative and intrinsic motivations, while extrinsic motivation is the weakest. Female learners are significantly more situation-motivated than male learners. Learners under the age of 30 are significantly more instrumentally motivated than those above 30. Significant difference also exists between beginners and advanced learners in Achievement Motivation, which is, beginners are significantly more motivated by learning achievement than advanced learners. Learners with and without China experience have significant difference in their instrumental motivation, with the former significantly more instrumentally motivated than the latter, but no significant difference was found between learners in Helsinki and in other cities in all six types of learning motivation.
Key words: Chinese learning motivation, integrative motivation, instrumental motivation, intrinsic motivation, extrinsic motivation, situational motivation, achievement motivation, learners in Finland





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