ABSTRACT

Learning motivation is an important factor that affects the language learning of foreign language learners. Studying students’ learning motivation can improve teachers’ teaching control, thereby enhancing students’ learning outcomes, which is of great significance for foreign language teaching in schools. This investigated the motivation of Japanese language learning among students majoring in Japanese at Guangzhou Institute of Science and Technology. Based on the L2 motivation self-system theory, this study explored the impact of learning motivation on Japanese language majors in China and proposes feasible strategies in Japanese language teaching. In this study, the researcher used quantitative methods to determine participants’ motivation and proficiency in Japanese language learning and examined whether there was a significant relationship between these two variables. The qualitative method was used to explore the problems or challenges related to students’ learning ability and Japanese language in the process of learning Japanese. The research results show that there is a significant positive correlation between students’ motivation for learning Japanese and their level of Japanese knowledge, skills, and grades in Japanese courses. The higher the level of motivation for learning Japanese, the better the attitude of students to actively learn Japanese; the higher the grades they achieve in Japanese courses, and the higher the knowledge and skills they master in Japanese. However, students also face various challenges in terms of Japanese knowledge and skills during the process of learning Japanese, as well as in terms of learning resources and environment. Therefore, the researcher developed an action plan to help students majoring in Japanese at Guangzhou Institute of Science and Technology improve their motivation, Japanese proficiency, and grades in Japanese language learning.

Keywords: Japanese language learning, foreign language learning, L2 motivation self-system