大学生阿拉伯语学习动机现状调查及对策分析
Analysis of Current Trends and Strategic Countermeasures for Enhancing Arabic Learning Motivation among University Students

近年来，随着中阿贸易的迅速增长与“一带一路”倡议的深入推进，互联网技术的进步显著加速了中阿文化交流，导致阿拉伯语人才培养受到越来越多的关注。学习动机是影响学习成效的关键因素。本研究通过对当前大学生阿拉伯语学习动机的实证分析，探讨不同动机类型对学生学习成果的影响，并提出针对性的策略。本研究采用问卷调查的方法，对全国多所高校的阿拉伯语专业学生进行了调查，并利用SPSS 27进行数据分析，揭示学习动机及其影响因素，并从学生、教师和教学体系三个层面提出改进建议。研究发现，目前全国阿拉伯语专业本科生的学习动机主要分为五大类：内在兴趣、学习情境、社会评价、个人发展和家庭责任。其中，个人发展动机最为显著。显著性分析显示，家庭责任和个人发展这两类动机对学生的学习成绩产生了明显影响，而个人发展动机的影响力超过了家庭责任。优秀学生对这两种动机的反应尤为强烈。虽然学习年限与五种学习动机之间没有显著差异，但大三学生在所有动机类型上的响应都高于其他年级。此外，成绩优异的学生在大四阶段的学习动机呈现下降趋势。
In recent years, the rapid growth of China-Arab trade and the advancement of the “Belt and Road” initiative have significantly accelerated cultural exchanges between China and Arab nations, leading to increased attention on the training of Arabic language specialists. Learning motivation is a key factor affecting learning outcomes. This study conducts an empirical analysis of the learning motivations of university students studying Arabic to explore the impact of different types of motivation on student outcomes and proposes targeted strategies. Utilizing a questionnaire, the study surveyed Arabic language students across multiple universities nationwide and employed SPSS 27 for data analysis to reveal the learning motivations and their influencing factors. Recommendations for improvement are made at the levels of students, teachers, and the educational system. The study found that the learning motivations of undergraduate students majoring in Arabic language nationwide can be categorized into five main types: intrinsic interest, learning context, social evaluation, personal development, and family responsibility. Among these, personal development motivation is the most pronounced. Significance analysis indicates that family responsibility and personal development motivations have a noticeable impact on students’ academic performance, with personal development motivation exerting a greater influence than family responsibility. Exceptiosnal students show a particularly strong response to these two types of motivation. Although there is no significant difference in the learning motivations across years of study, third- year students show higher responsiveness to all types of motivation compared to other grades. Additionally, highly achieving students display a decline in learning motivation during their senior year.