非目标语环境汉语学习动机的EQS建模与启示 ： 基于印尼初中生汉语学习动机的调查

Based on a questionnaire and an interview for 477 Indonesian junior students in Pahoa Middle School, this study aims to investigate the internal structure of CFL learning motivation in a non-target language environment by means of factor analysis and EQS modeling. Exploratory Factor analysis results in the selection of 34 items from seven identified subscales, including six intrinsic and extrinsic motivational factors and one motivational behavior, i.e. integrating intention, cultural interest, attitude towards target language and target speakers, instrumental media, milieu, learning experience and the extended effort representing motivational behavior. To demonstrate how intrinsic motivation and extrinsic motivation interact with each other in shaping motivated behaviors, a multi-group structural-equation modeling is performed according to the questionnaire data. The results show that both intrinsic and extrinsic factors, which are significantly related, have strongly affected on CFL learning motivation, but the effect of the former is much stronger than the latter. As far as intrinsic motivation is concerned, the attitude towards target language and target speakers makes up the most important element as well as the biggest contributor among all the elements that influence the strength and weakness of motivation. When it comes to extrinsic motivation, instrumental media turns out to be the most crucial factor. By analyzing the major factors and their interactive relations in terms of different weights in modeling CFL learning motivation, the study finds that the attitude towards target language and target speakers rates the highest weight among all the involved motivating factors, which not only affects motivated behavior, cultural interest, but also being influenced by milieu, instrumental media and learning experience. The study also reveals that the extended efforts is positively contributed by attitude towards target language and target speakers, instrumental media and one’s learning experience. Furthermore, the learners’ interest in Chinese culture, on one hand, is significantly corrected with integrating intention, on the other hand, reversely influenced by milieu, attitude towards target language and target speakers. Through the empirical constructing and examining of CFL motivation in Indonesian environment, this study attempts to provide CFL teachers with some possible solutions to stimulating and improving learners’ CFL learning motivation in the non-target language environment, such as cultivating all functions played in CFL learning motivation, guiding the process of CFL learning, intensifying CFL learners’ Chinese learning and cultivating their consistent intention. Only in this way can we make the students’ motivation play to its fullest in CFL learning.