随着中泰关系的持续深化和中国国家影响力的不断上升,汉语在泰国的传播日益广泛,学习汉语已成为泰国学生的重要选择之一。泰国北楼培华学校作为一所具有华文传统的公立学校,在华裔与非华裔学生中均开展系统的汉语教学。学生的学习动机作为影响二语习得成效的重要变量,值得深入探究。本文以北推培华学校初中三个年级共313名学生为研究对象,采用Dormvei的L2动机自系统和 Gardner 的社会心理模式为理论基础,通过问卷调查和访谈法相结合的方式,从自我需求、家庭、学校与社会四个维度,系统分析泰国学生的汉语学习动机类型型及其影响因素。研究结果显示,学生以工具型动机为主,兴趣型动机相相对不足,课堂互动、教师反馈与文化渗透对动机提升作用明显。文章进一步提出优化教学设计、提升自我效能感、强化家庭支持与文化实践的具体建议,为泰国汉语教学提供实证支撑与实践路径。
With the deepening of China-Thailand relations and the growing global influence of the Chinese language, Mandarin has become one of the most popular foreign languages in Thailand. Puay Hua School in Samut Prakan, as a public school with a strong Chinese heritage, offers systematic Chinese language instruction to both ethnic Chinese and non-Chinese students. Learning motivation is a critical factor influencing second language acquisition outcomes. This study investigates the Chinese learning motivation of 313 junior secondary students at Puay Hua School through a mixed-methods approach combining questionnaire surveys and interviews. Guided by Dornyer's L2 Motivational Self System and Gardner's Socio-Educational Model, the research explores motivational types and influencing factors across four dimensions: self-needs, family, school, and society. The findings show that instrumental motivation dominates, while interest-driven motivation is relatively limited. Classroom interaction, teacher feedback, and cultural integration play significant roles in enhancing motivation. The study concludes with targeted teaching suggestions, offering practical strategies for improving Chinese language education in Thailand.
