Research on Learning Motivation and Influencing Factors of Ethiopian Chinese Learners
| dc.contributor.advisor | Masfiin Wadaajoo | |
| dc.contributor.author | Gugssa Redae | |
| dc.date.accessioned | 2025-08-16T17:58:37Z | |
| dc.date.available | 2025-08-16T17:58:37Z | |
| dc.date.issued | 2024-06-02 | |
| dc.description.abstract | As China's influence on the global stage continues to grow, learning Chinese has become an important choice for people around the world. Chinese is not only a tool for communication, but also the key to understand China’s rich history, philosophy and artistic traditions. Learning Chinese can help people have a deeper appreciation of Chinese literature, movies, music and other cultural expressions, and it also facilitates international business cooperation. However, different individuals have different motivations for learning Chinese, and this diversity is the core concern of this study. This study focuses on Ethiopian Chinese language learners and aims to explore their learning motivations and influencing factors. The study adopted a quantitative method, based on the second language acquisition motivation theory proposed by Dörnyei and Ottó (2001), and conducted an in-depth analysis of the motivation types of Ethiopian Chinese learners and the challenges they encountered in learning and working through questionnaire surveys. The research results show that the main motivation of Ethiopian Chinese language learners is instrumental motivation that is for career development and business opportunities. At the same time, their strong interest in Chinese culture and history is also an important factor in stimulating their learning motivation. It is worth noting that most of the questionnaire respondents are non-Chinese majors, generally they attach great importance to the HSK test and regard it as an important criterion for measuring their Chinese proficiency. The study also found that the appropriate use of English or Ethiopian’s official language which is Amharic for explanations in Chinese teaching, as well as the use of mixed teaching methods in the classroom has a positive impact on learners. The same time, this language mixing also extends to the workplace and may cause some learners to take classes less frequently once they have reached a certain level of Chinese proficiency because they are able to communicate with Chinese people using mixing language method. Respondents generally believe that the biggest challenge in learning Chinese is the lack of opportunities to practice with native speakers, and the lack of time that results in the inability to fully practice and complete assignments. Most of the research questionnaire respondents support the integration of Chinese language learning into the Ethiopian primary and secondary education system, this will be beneficial to the language learning and personal development of the younger generation. The findings of this study provide an important reference for formulating targeted Chinese learning plans, which help to meet the specific needs of learners and adapt to their personalized learning characteristics. The study is divided into five chapters, which comprehensively cover the research introduction, literature review, research design, data analysis, and conclusions & suggestions. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/6822 | |
| dc.language.iso | zh | |
| dc.publisher | Addis Ababa University | |
| dc.title | Research on Learning Motivation and Influencing Factors of Ethiopian Chinese Learners | |
| dc.type | Thesis |