本研究之目的是調查在台外籍生華語學習動機與策略與其之相互關係。研究方法採用兩份問卷作為測量工具，分別是自Gardner (1985)態度與動機測試量表（AMTB），與Oxford(1990)所研發的語言學習策略量表（SILL）。為了更符合本研究的方向，兩份問卷皆進行了小幅度的修改，並且經過探索性研究後，皆具備信度與效度。所有數據通過描述性統計、單因子變異數分析、及皮爾森積差相關分析進行處理。研究結果如下：
1.在台外籍生具有中等程度的華語學習動機，其中，年齡與母語會對他們的學習動機產生一些影響。與工具性動機相比，外籍生更具有綜合性動機的傾向。
2.在台外籍生在學習策略方面，較重視記憶策略，其中女性表現優於男性。此外，每周在華語學習上花的時間長短會在他們學習策略中產生顯著差異（sig = .058），尤其是在記憶和後社認知策略。
3.在台外籍生的學習動機與學習策略具有高度相關（r = .716，p <.01），最高相關性屬學習動機與情感策略類別（r = .690）。
一般來說，有無數的因素影響著人們如何精通一門外語。為了幫助學生順利學習中文，盡可能地了解每位學習者的學習動機和策略，是作為一名中文教師應有的責任。
The purpose of this study was to investigate foreigners’ learning motivation and strategies employed in learning Chinese. The research adapted two questionnaires as instruments. The first questionnaire was The Attitude/Motivation Test Battery (AMTB) and the second was the Strategy Inventory for Language Learning (SILL). Pilot study was conducted to examine the reliability and validity, and both questionnaires reached the statistical standard. Participants' personal backgrounds were also included in the questionnaire and discussed in the results. The data were processed by descriptive statistics, one-way ANOVA, and Pearson's product moment correlation. The major findings were as follows:
1.Foreigners studying Chinese in Taiwan showed moderate learning motivation; however age and their native languages would have some impacts on their learning motivation. Compared with instrumental motivation, foreigners tended to favor integrative motivation more.
2.On learning strategies, foreign participants tended to put more emphasis on memory strategy, among those, female outperformed than male. Besides, the length of time spent on Chinese learning would make significant differences (sig=.058) in the strategy they applied in learning, especially in memory and metacognitive strategies.
3.In this study, it is found that learning motivation and learning strategies were highly correlated (r=.716, p<.01) with the highest correlation falling on the category of affective strategies (r=.690).
In general, there are countless factors affect how people master a foreign language. As a Chinese teacher, it is a responsibility to attempt to understand every learner learning motivation and strategies as much as possible. In order to help students learn Chinese with minimum obstacles.
