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本  科  毕  业  论  文

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某某师范学院英语专业新生

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英语学习动机调查研究

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姓名：霍娇娟

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学号：2006024137

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指导教师姓名：     徐      忆   

职        称：     讲      师   

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单        位：     外国语学院   

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专 业 名 称 ：     英 语 教 育  

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申请学位级别：     学       士  

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论文提交日期：     2010 年6 月   

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学位授予单位：     某某师范学院  

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二○一○年六月

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A Survey on English LearningMotivation    of English-majorFreshmen

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in Yuxi Normal University

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Huo Jiaojuan

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Supervisor

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Xu Yi

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A Thesis Submitted as a

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Partial Fulfillment for the Degree of

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B.A. in English

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SCHOOL OF FOREIGN LANHUAHES

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YUXI NOMAL UNIVERSITY

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June, 2010

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Statement of the Authorship

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Except where reference is made in the text ofthe thesis, this thesis contains no material published elsewhere or extractedin whole or part from a thesis presented by me for another degree or diploma.

No other person’s work has been used without dueacknowledgement in the main text of the thesis.

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This thesis has not been submitted for the awardof any other degree or diploma in any tertiary institution.

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                                                 Signed:

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Date: http://www.paper51.com

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Acknowledgements

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Firstly,I am greatly indebted to my thesis supervisor Xu Yi, who has given me a lot ofadvice and spent much time reading and correcting the thesis. I wish to takethis opportunity here to thank her. Without her patient assistance and friendlyencouragement, it would not be impossible for me to complete this thesis insuch short period of time without reducing its scholarly quality.

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Secondly,I want to express my heartfelt thanks to my roommates, they gave me a lot ofencouragement and help during my thesis writing.

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Lastbut not least, I owe a lot to my dear parents for the support, kindness,encouragement, and understanding they have given to me for many years

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Abstract

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Motivationhas been considered as a key factor to successful language learning. It couldbe divided into integrative motivation and instrumental motivation. It alsocould be classified into intrinsic motivation and extrinsic motivation, etcetera. The thesis examined 100 English-major freshmen in Yuxi Normal University, and foundthat the main types of the English-major freshmen’s motivation were instrumentalmotivation and extrinsic motivation. Furthermore, there were differencesbetween high-score group students and low-score group students in terms of themotivation type. The most significant difference exited in integrativemotivation. Based on the findings from the survey, the author put forward some suggestionsabout the methods and strategies for teachers which could help them tostimulate students’ English learning motivation.

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Key words: motivation; English learning; English-major 内容来自www.paper51.com

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摘要

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动机被看是作语言学习成功与否的一个关键因素。动机可以分为融合型动机和工具型动机，也可以分为内部动机和外部动机等等。本文对某某师范学院英语专业100名新生进行了调查，发现英语专业新生的学习动机以工具型动机和外部动机为主。此外，高分组学生和低分组学生的动机学习动机类型有所差异。其中最大的差异在于融合型动机。基于此研究的发现，作者提出了一些教学方法和策略的建议或可帮助老师激发学生的英语学习动机。

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关键词：动机；英语学习； 英语专业

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Contents

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Statement ofthe Authorship……………………………………………………………….....i

Acknowledgements…………………………………………………………………………...ii

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Abstract……………………………………………………………………………………....iii

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摘要……....................................................................................................................................iv

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1.Introduction ………………………………………………………………………….…….1

1.1The Background of the Study…........................................................................................1

1.2The Scope of the Study………………………………………………………………….1

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1.3The Significance of the Study…………………………………………..……………….2

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1.4The Research Questions……………………………………………….………………...2

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2. Literaturereview……………………………………………………………………….…..3

2.1Related Theories……………………………………………………………………....…3

2.1.1Definitions of Motivation………………………………………………….………3

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2.1.2Types of Motivation………………………………………………………….…....3

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2.2Related Researches…………………………..……………………………………….…6

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3. Research Design……………………………………………………………………………7

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3.1Subjects …………………………………………………………………………….…...7

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3.2Research Instrument …………………………………………………….………….…...7

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3.2.1 The score of Integrated Skills of English…………………………….……………8

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3.2.2The questionnaire…………………………………………………………….…....8

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3.3 Data Collection Procedure…………………………………………………………....…8

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4. Data Analysis and Findings………………………………………………………….….....9

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4.1 The Analysis of theQuestionnaire…………………………….…………………….…..9

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4.1.1 The Analysis of ExtrinsicMotivation and Intrinsic Motivation…………………...9

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     4.1.2The Analysis of Instrumental Motivation and Integrative Motivation…………...11

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4.1.3Comparison of the Types of Motivation between ……………………………….12

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High-score Group Students andLow-score Group Students …………………...12

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4.2Findings of the Questionnaire……………………………………………………….....13

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4.2.1 Types of Motivation of English-major Freshmen………………………………..13

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4.2.2 Differences of the Types of Motivation between

High-score Group Students and Low-score GroupStudents ………………14

5. Discussion andConclusion………………………………………………………….…....15

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5.1 Summary of the Findings………………………………………………….…………...15

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5.2 Implications…………………………………………………………………….………15

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5.3 Conclusion……………………………………………………………..………………17

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5.4The Limitations………………………………………………………………………...17

References…………………………………………………………………………………....18

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Appendix………………………………………………………………………………….….19

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List of Tables and Figures

Table 1: The comparison betweenextrinsic motivation and intrinsic motivation

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Table 2: The results ofthe intrinsic motivation

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Table 3: The results of extrinsicmotivation

Table 4: The comparison betweeninstrumental motivation and integrative motivation

Table 5: The comparison of intrinsic motivationbetween high-score group students and low-score group students

Figure 1: The comparison of the types of motivationbetween high-score group students and low-score group students

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1. Introduction

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1.1 Background of the Study

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With the development of the science and technology,the communication and cooperation between China and other countries are becomingmore and more frequent. As an international language, Englishis widely used and commonly taught as a foreign language in China. However,it is not easy for people to learn a new language. As Gardner (1985, cited inWilliams & Burden, 2003:115) said: “Languages are unlike any other subjectstaught in a classroom in that they involve the acquisition of skills andbehavior patterns which are characteristic of another community.” English is awell-developed and complicated language. It consists of pronunciation,vocabulary, grammar and discourse as the language system, and also includeslistening, speaking, reading and writing as its language skills. Englishlearning is influenced by a variety of factors, such as learning environmentand learner’s own factors.

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Among these factors, motivation, as one ofnon-intelligence factors, could contribute a lot to learner’s failure orsuccess in foreign language learning. As Dörnyei (1998, cited in

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 Li Li et al, 2005:17) pointed out that “motivationhas been widely accepted by the teachers and researchers as one of the keyfactors that influences the rate and success of the second and foreign languagelearning”.

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1.2 The Scope of the Study

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Itis a formidable task to do research on motivation, because motivation isdynamic in nature.  It varies fromone moment to next depending on the learning context or task. Due to the limitationof ability, the author only investigated on two aspects: the types of English learningmotivation of English-major freshmen, and the comparison between the high-scoregroup students and the low-score group students on their motivation. The authorhoped that the study could make a bit of contribution to the teachers’ teachingand students’ learning in Yuxi Normal University.

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1.3 The Significance of theStudy

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Motivation,one of the key factors in the process of English learning, influences the learners’learning effects greatly. If theteachers cannot fully understand their students’ learning motivation, they mightadopt the same ways to deal with different situations. Hence, the teaching andleaning effects might be unsatisfactory.

Theauthor, by investigating the types of students’ learning motivation and analyzingthe relationship between the types of motivation and the examination score, collectedsome important data, and tried to provide the teachers and students of YuxiNormal University with some valuable information on the motivation of English-majorfreshmen. Consequently, teachers could help their students build up a correctand proper learning motivation during their teaching, and finally get the achievementof promoting teaching and learning effects.

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1.4 The Research Questions

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There are many types of English learning motivation,and different motivation may cause diverse results. In order to understand the typesof learners’ learning motivation and the relationship between motivation andlearning effect, the survey was conducted based on the following researchquestions:

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(1)What types of English learning motivation do English major freshmen in Yuxi Normal University have?

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(2)Are there any differences between the high-score group students and thelow-score group students about the types of learning motivation? If there are,what are the differences?

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2.    Literature Review

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2.1 Related Theories

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2.1.1 Definitions of Motivation

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AsBall (1977, cited in Li Yuhong, 2004:25) said, “Motivation is a central conceptin the theory of education; therefore, it is essential to demonstrate differentpoints of view on definitions of motivation in order to better understanding ofthe role of motivation in language learning”.

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Motivationis commonly thought of as an inner drive or desire that moves one to aparticular action.

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AsGardner (1985,cited in Li Li et al, 2005:204) said, “motivation as referring toa combination of effort plus desire to achieve the goal of learning the languageplus favorable attitudes towards learning the language”.

Accordingto Dörnyei (2005:8), motivationis responsible for why people decide to do something; how long they are willingto sustain the activity; and how hard they are going to pursue it.

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Otherresearchers, Eggen and Kauchak (2005:349), thought motivation is a force thatenergizes, sustains, and directs behavior toward a goal. Some psychologists perceived thatmotivation is some kind of internal drive which encourages someone to pursue acourse of action, such as the motivation of shopping, the motivation of huntinga job, et cetera.

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2.1.2 Types of Motivation

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2.1.2.1 Integrative and Instrumental Motivation

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Theintimate knowledge about the types of motivation might be able to help teachersconduct well arranged language teaching.

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Accordingto Gardner andLambert (1972, cited in Li Li et al, 2005:208), motivation is divided into twotypes: instrumental motivation and integrative motivation. Integrativemotivation refers to a desire to learn the language in order to integrativewith the target language community.

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However,instrumental motivation (Ellis, 2000:75) refers to language learning for somefunctional reasons, such as to pass an examination, to get a better job or toget a higher salary.

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InLambert and Gardner’searlier papers, it was originally held that integrative motivation was betterthan instrumental motivation. However, Ellis (1999:118) in his book said that “Incertain situations an integrative motivation may be more powerful infacilitating second or foreign language learning, but in other situations instrumentalmotivation may accounts more”.

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2.1.2.2 Intrinsic and extrinsic motivation

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Crookesand Schmidt (1989) made a division between intrinsic and extrinsic motivation.

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Eggen and Kauchak (2005:350) said: “Intrinsicmotivation is the motivation to be involved in an activity for its own sake,the joy of doing a particular activity or satisfying one’s curiosity. Intrinsicallymotivated learners study because they want to understand the content and theyview learning as a worthwhile in itself”. In contrast to intrinsic motivationis the type of motivation referred to as extrinsic motivation. Extrinsicmotivation is the motivation to engage in an activity as a means to an end.

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Theliterature has shown that intrinsic motivation is likely to lead to deeplearning while some external influences are more likely to arouse people’sthoughts and emotions; intrinsic motivation relates to long-term success,extrinsic motivation leads to short-term success (

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Li Li et al, 2005:208). Research indicated thatintrinsically motivated students achieve higher than those who were onlyextrinsically motivated (Gotlfried, 1985, cited in Eggen & Kauchak,2005:350). Maslow claimed thatintrinsic motivation is clearly superior to extrinsic motivation. Therefore, promotingand sustaining the students’ intrinsic motivation is crucial for theirlearning.

2.1.2.3 Other types of motivation

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Brown (1981, cited inEllis, 1999:117) identified three types of motivation: global motivation,situational motivation and task motivation.

According to Gao Yihongand her colleagues (2003), the motivation of the undergraduates is divided intoseven types: intrinsic interest, immediate achievement, learning situation,going abroad, social responsibility, individual development, informationmedium.

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According to Dulay et al (citedin Sun Lei, 2005:5), social-group-identification motivation is another branchof motivation. Learners who have social-group-identification motivation wouldwant to become members of the target language community and at the same time intendto assimilate fully into the host society or community by totally giving uptheir own identity, culture and language. This motivation is particularlyapplicable to immigrants who desire to settle down in a foreign country.

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Otherresearchers have identified many different types of motivation from various pointsof view, in the study, the author only focus on the integrative andinstrumental motivation as well as intrinsic and extrinsic motivation.

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2.2 Related Researches

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Gardner (1985, cited in Li Yuhong,2004:25) points out that “motivation in language learning is of particular importance”.Similarly, Noels et al (1990) also believe that “understanding more aboutmotivation could improve language learners’ competence in second or foreign languagelearning”.

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Researchon motivation for foreign language learning was started in the 1950s by Canadianpsychologists, Gardner and Lambert. Although researches on motivation forforeign language learning started from the 1980s in China, it is still a relatively newarea.

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Inher study, Observations on Englishlearning Motivation in Professional College, Guo Shixing (2004) examined 78students majoring in tourism in a professional college based on their Englishscore of the fourth-term’s final examination, found out that most of the professionalcollege students’ English learning motivation was instrumental motivation orcertificate motivation; moreover, successful learners had intrinsic motivationand unsuccessful learners had extrinsic motivation.

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GaoYan (2006) utilized a questionnaire which was given to 128 students who were studyingin Grade one to investigate their English learning motivations. The resultsshowed that the English-major students in Chaoyang Vocational Schoolmainly had the instrumental motivation and extrinsic motivation but less intrinsically-motivated;there was nomuch obvious relation between the types of students’ learning motivation styleand their learning achievement; and there was relation between the students’learning motivational intensity and their learning achievement.

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   Yang Yuhui (2006) administered aquestionnaire on English learning motivation of non-English major students of HarbinInstitute of Technology. The results of the questionnaires were put into computerand analyzed by SPSS (statistical package for social science). The results indicated that students’ attitudestowards learning English had significant correlation with the integrativemotivation, instrumental motivation and self-improved motivation. Intensity anddesire were strongly correlated with integrative motivation andself-improvement motivation but had no correlation with instrumental motivation.Anxiety had significant negative correlation with integrative motivation,significant positive correlation with instrumental motivation, and significantnegative correlation with grade. The survey on motivation-affecting factorsshowed that school environment, teachers, parents, and teaching materials exertgreat impact on students’ learning.

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Allof these researches have provided us with very favorable theoretical andempirical references. The types of motivation influenced the choice of learningstrategies; moreover, the learning strategies greatly influence the learning effects.Hence, it is essential for teachers to know the students’ learning motivationin order to adopt effective strategies to promote the English learning.

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3. Research Design

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3.1 Subjects

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Thesubjects involved in this study were 100 English-major freshmen from School ofForeign Languages of Yuxi Normal University. All the subjects werenative speakers of Chinese.

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3.2. Research Instrument

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Two instruments were used in this survey. They werethe score of the subjects’ IntegratedSkills of English in firstterm’s final examination and the questionnaire.

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3.2.1 The Score of Integrated Skills of English

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The subjects were divided into two groups based on theirscore of Integrated Skills of English, namely high-score group students (whosescore was higher than 80, including 80) and low-score group students (whosescore was below 80). The purpose of this division was to compare the differencesof the two group learners’ English learning motivation.

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3.2.2 The Questionnaire

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Thequestionnaire (see Appendix) was designed based on the Clément et al’ s motivation questionnaire (1994, cited in Dörnyei, 2005:264).It was composed of 20 items putting into two types. The first type:     intrinsic motivation (item 1—7)

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                        extrinsic motivation (item8—19)

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The second type:     integrative motivation (item 2, 3, 4)

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                         instrumental motivation(item 9—19)

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The questionnaire used a 5-point scale, with thefollowing anchors: agree totally, agree, uncertain, disagree and disagree totally.

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3.3 Data Collection Procedure

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Eachstudent was given a questionnaire during the break. Before asking them to completethe questionnaire, they were assured that their answers remained anonymous andhad no relation with their final score. They were told to be as accurate andhonest as possible since the success of the investigation depended upon theiranswers. The author handed out 100 questionnaires and collected them back totally;the respond rate was 100%.

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4. DataAnalysis and Findings

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4.1 TheAnalysis of the Questionnaire

Aftercollecting the questionnaire，the author calculated the percentage of each item. The results andfindings obtained from the survey would be reported in the following tables.

4.1.1 TheAnalysis of Extrinsic Motivation and Intrinsic Motivation

From the table (see table 1), it was found that nearly80% students choose English as their major because of the extrinsic motivation.Namely, compared to intrinsic motivation, extrinsic motivation contributed moreamong the English learning motivation.

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Table 1: The comparison between extrinsic motivationand intrinsic motivation

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Answers

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Types          

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agree totally

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agree

uncertain

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disagree

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disagree totally

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intrinsic motivation

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34.5%

22.4%

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18.6%

18.7%

5.8%

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extrinsic motivation

38%

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30.5%

16.4%

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11.6%

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3.4%

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Table 2: The results ofthe intrinsic motivation

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Answers

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Type

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item

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agree totally

agree

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uncertain

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disagree

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disagree totally

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intrinsic

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motivation

1. I am interested in English.

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63%

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14%

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8%

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10%

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5%

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2. I like English and American culture.

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36%

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27%

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30%

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6%

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1%

3. I am curious about English-speaking countries and nationalities.

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29%

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24%

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18%

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25%

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4%

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4. I like English songs and movies.

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33%

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27%

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16%

22%

2%

5. I take special pleasure in language learning.

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42%

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19%

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11%

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24%

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4%

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6. I don’t like English, but learning English is very important for me.

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23%

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12%

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10%

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32%

23%

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7. I feel at ease when learning English.

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24%

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32%

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34%

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10

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0%

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Table 2 revealed that nearly 77% students chose item1 “I am interestedin English”.That is to say, among the intrinsic motivation, the commonest reason forstudents to choose English as their major was interest. Most of the studentswere fond of English, so it was not surprising to find that they chose Englishas their major. In other words, their choice was good for their English learningto some extent, because interest is the best teacher for learning. However, 15% students werenot interested in English, and nearly 40% students might have anxiety about Englishlearning; therefore, it was crucial to help the students with negative attitudedevelop a proper and correct concept of English learning.

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Table 3: The results of extrinsic motivation

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Answers

Type 

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item

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agree totally

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agree

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uncertain

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disagree

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disagree totally

extrinsic

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motivation

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8. I learn English at my parents’ request.

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26%

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18%

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4%

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40%

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12%

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9. I want to study, work and live abroad.

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18%

24%

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44%

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14%

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0%

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10. I learn English in that my teacher’s appreciation.

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14%

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13%

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40%

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24%

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9%

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11. English is a useful means of communication.

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74%

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19%

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7%

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0%

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0%

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12. Learning English could help me understand the English articles, newspapers and TV programs better.

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42%

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87%

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9%

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4%

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4%

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13. English is an international language, which helps me to understand the world better.

52%

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38%

9%

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1%

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0%

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14. Learning English can help me know about the difference between eastern and western culture.

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30%

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53%

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12%

4%

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1%

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15. I study English in that I want to get a good job

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60%

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32%

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7%

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1%

0%

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16. English is a hot subject, so I choose it.

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22%

22%

18%

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24%

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12%

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17. I want to make friends with English-speaking people.

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29%

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42%

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17%

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12%

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0%

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18. Learning English can broaden my horizon.

34%

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35%

14%

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13%

4%

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19. I could get a feeling of achievement from English learning.

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21%

40%

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26%

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13%

0%

By investigating the students’extrinsic motivation of English learning, some results are given as following:

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Among the extrinsic motivation, “gettinga good job” and “regarding English as a useful means of communication” were thetwo commonest reasons for learning English. Furthermore, among the followingitems, nearly or more than 90% students chose item12, 13, and 14, that meansmost of the students had already realized the importance of English in theirlife. “Going abroad” was regarded as the least important reason for students tolearn English. Only 24% students chose item 10 “I learn English in that my teacher’sappreciation”, but it could not deny that teachers played a significant roleduring the process of English learning.

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4.1.2 TheAnalysis of Instrumental Motivation and Integrative Motivation

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It was indicated that instrumental motivation overweighedintegrative motivation (see table 4). This is contrast to the Gardner’s earlier theory which considered integrativemotivation was better than instrumental motivation.

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Table 4: The comparison between instrumentalmotivation and integrative motivation

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Types          Answers

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agree totally

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agree

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uncertain

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disagree

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disagree totally

instrumental motivation

39.2%

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31.6%

17.5%

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9%

2.6%

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integrative motivation

32.7%

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26%

21.3%

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17.8%

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12.2%

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Through the above analysis of intrinsic motivation,extrinsic motivation, instrumental motivation and integrative motivation, itcould be concluded that among English-major freshmen, the two commonest motivationswere instrumental motivation and extrinsic motivation. Integrative motivationand intrinsic motivation ranked the third and the fourth respectively.

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4.1.3 Comparison of the Types of Motivationbetween High-score Group Students and

Low-score Group Students

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Thecomparison between high-score group students and low-score group students on thetypes of English learning motivation was shown in Figure 1.

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Figure 1: The comparison of the types of motivationbetween high-score group students and low-score group students

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Itwas attained that the percentage of integrative motivation in high-score group nearlydouble than in the low-score group. Anotherobvious difference was intrinsic motivation; the percentage of intrinsicmotivation in high-score group was 30% higher than that of the low-score group.Based on the above analysis, it could be found that the major differencebetween high-score group and low-score group about the types of motivation wereintegrative motivation and intrinsic motivation. The types of motivation ofhigh-score group students mainly included integrative motivation and intrinsicmotivation, whereas in low-score group students, instrumental motivation andextrinsic motivation took more part.

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Table 5: The comparison of intrinsic motivationbetween high-score group students and low-score group students

Item                                   Group

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high-score group

low- score group

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1. I am interested in English.

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66.7%

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92.5%

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2. I like English and American culture.

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51.7%

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80%

3. I am curious about English-speaking countries and nationalities.

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35%

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80%

4. I like English songs and movies.

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38.3%

92.5%

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5. I take special pleasure in language learning.

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40%

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90%

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6. I don’t like English, but learning English is very important for me.

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51.7%

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10%

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7. I feel at ease when learning English.

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40%

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82.5%

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Itwas not difficult to find that compared with low-score group students,high-score group students were more interested in English. English songs,movies or English culture were more attractive to the high-score groupstudents. Furthermore, 90% high-score group students chose item 6 “I takespecial pleasure in language learning”, in other words, they were fond of orthey were good at language learning. More than 50% low-score group studentschose item 6 “I don’t like English, but learning English is very important forme”, it indicated that low-score group students were not willing to learn Englishto some extent. Moreover, more than half of the students chose item 7 “I feelat ease when learning English”. A good attitude could contribute a lot to thesuccess of English learning. Generally speaking, students in high-score grouphad a better attitude towards English learning; more than 80% of them regarded Englishlearning as an enjoyable thing.

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4.2 Findingsof Questionnaire

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4.2.1 Types of Motivation of English-major Freshmen

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Accordingto the analysis, the findings about the main types of English learning motivationof English-major freshmen could be concluded as following:

Firstof all, the two commonest motivations among the English-major freshmen in Yuxi Normal University were the instrumentalmotivation and extrinsic motivation. Integrative motivation and intrinsicmotivation ranked third and fourth respectively.

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Secondly,in terms of intrinsic motivation, interest was the vital factor that influencedstudents’ English learning.

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Thirdly,“getting a good job” and “regarding English as a useful means of communication” were the most universalextrinsic motivation; furthermore, the reason why many students chose Englishas their major was that English was a useful language in the daily life, suchas reading and communication.

Last but not least, as far as intrinsic motivation wasconcerned, the least important reason, which affected students to choose Englishmajor, was “going abroad”.

4.2.2 Differencesof the Types of Motivation betweenHigh-score Group Students and

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Low-score Group Students

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The differences between high-scoregroup students and low-score group students on the types of motivation werelisted as follows:

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At first, the most distinctmotivation between high-score group students and low-score group students was integrativemotivation. The percentage of integrative motivation in high-score groupdoubled in low-score group. Intrinsic motivation was another major difference.

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Secondly, in terms ofintrinsic motivation, students in low-score group tended to show less interestin English than those who were in high-score group.

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Lastly, high-score groupstudents’ learning attitude was better than those in low-score group, in otherwords, students in high-score group regarded English learning as an enjoyablething and they liked it undoubtedly.

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5. Discussion and Conclusion

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5.1 Summary of theFindings

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According to the above research,the typical type of motivation of English-major freshmen in Yuxi Normal University was the instrumentalmotivation. In other words, their English learningmotivation was instrumental-oriented. Another was extrinsic motivation.Among intrinsic motivation, “getting a good job” and “regarding English as auseful means of communication” were the most universal.

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Therewere differences between high-score group students and low-score group studentson the types of English learning motivation. The most distinct motivation was integrativemotivation. The following one was intrinsic motivation. In terms of intrinsicmotivation, low-score group students tended to show less interest in Englishlearning than high-score group students. Moreover, compare to low-score group students,the high-score group students hade a much relaxing attitude towards Englishlearning.

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5.2 Implications

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Students’motivation is significant for English learning. High English learningmotivation can undoubtedly arouse students’ learning interest and make languagelearning effective, so it is significant to promote students’ English learning motivation.

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Nearlyall the English-major freshmen in high-score group were intrinsicmotivation-oriented, students in low-score group lacked of intrinsic motivation.Besides, every type of motivation was related to each other tightly, that is tosay, only extrinsic motivated students would not be successful in languagelearning. Therefore, it is necessary to stimulate students’ intrinsicmotivation and other motivation. Under such circumstance, the author has put forwardthe following suggestions to stimulate the students’ English learningmotivation.

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Firstly,in terms of intrinsic motivation, students in low-score group tended to showless interest in English than those who were in high-score group. So to stimulatestudents’ interest is crucial. Interest is one of the aspects of intrinsicmotivation and is also an indispensable part of English learning. So teacherscould apply various ways to arouse students’ interest.  For example, teachers could introduce studentsto watch some classical English films, and then ask students to make a summary inEnglish in the class. Another example is to make use of game during class, suchas role play. Teachers could divide the students into several groups, and letthem practice different parts of text within the given time, and at last make apresentation in the class. In this way, the students can remember andunderstand the text thoroughly.

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Secondly,high-score group students’ learning attitude was more positive than thosestudents in low-score group. To set up a proper attitude is significant forstudents’ learning. Students should be encouraged to face their success andfailure in learning, so no matter what the results will be, especially in theexamination, one should not be depressed. In the process of learning it iscommon to make mistakes. It is very important to find out their weakness throughthe mistakes, and then strength themselves and improve themselves; only throughthe process of improvement can they handle language. Moreover, to encouragestudents to accept the challenging mission. Challenging mission can not onlygive them chances to obtain much higher English language skill but also canpave the way for their future working ability.

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Lastly,many cooperative activities could be involved in the class. Cooperativeactivities are at the optimal level to keep students feel safe; what’s more,they have been found to increase the self-confidence of students, which is a keyelement in learning. The reason is that every participant plays an importantrole in a cooperative task. In addition, students can communicate and exchange informationfreely and effectively in cooperative activities.

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Allin all, various methods can be used in English learning. Teachers should adoptproper methods to stimulate students’ learning motivation based on specificsituation.  

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5.3 Conclusion

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Motivationis a fatal factor in English learning, and the research of English learningmotivation is helpful for teachers to understand students’ psychology in Englishlearning. What’s more, it is meaningful to explore the strategies to stimulatestudents’ English learning motivation. The main types of motivation of English-majorfreshmen have revealed and some relevant methods to stimulate students’motivation have put forward in the survey.

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5.4The Limitations

Motivation is a complex area; it is influenced bymany factors. Different people have different motivation.Due to the limitation of the author’s professional knowledge and theperspectives concerned were not so complete, so the depth and width of theresults were far from satisfaction. In addition, students’ language learning isaffected by many factors, such as textbook compile, curriculum and environment.The survey only focused on some types of English learning motivation and couldnot properly control other possibly factors.

References

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Bernard, S. 2000. Conditionsfor Second Language Learning [M]. Shanghai:Shanghai

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ForeignLanguage Education Press.

Cheng Zhian, Jiang Yuhong,Li Li, ed. 2005. Strategies, Styles, andAttribution: Learning to

Learn English. Shanghai: Shanghai ForeignLanguage Education Press.

Dörnyei, Z. 2005 . Teachingand Researching Motivation [M]. Beijing: Foreign Language

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Teachingand Research Press.

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Ellis, R. 1999. Understanding Second Language Acquisition [M]. Shanghai:Shanghai

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ForeignLanguage Leaning Education Press.

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Ellis, R. 2000. Second Language Acquisition [M].Shanghai:Shanghai Foreign Language

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EducationPress.

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Eggen, P. & K. Don. 2005.Edecatinaon Psychology:Windows on Classroom[M]. Xian:

Shangxi Teacher University Press.

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Gao Yan. 2006. A Survey and Analysis on English Learning Motivation ofthe English Major Students in Vocational School [D].

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Guo Shixing. 2004. Observations on English Learning Motivation in Professional College [J]. CELEA Journal (Bimonthly), 27:120-124.

Li Yuhong. 2004. The Role of Motivation in Language Learning [J]. Foreign Language Teaching and Research inBasic Education, 7:25-30.

Rao Zhenghui. 2007. IndivudualDifferences and Cultural Factors in English Language

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Strategies[M]. Shanghai: Shanghai ForeignLanguage Education press.

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Sun Lei. 2005. Motivation in Second Language Learning and EnglishTeaching [J].Jilin Teachers Institute of Engineering andTechnology, 21:48-51.

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Williams, M& R. L.Burden, 2003.  Psychology forLanguage Teachers [M]. Beijing:

ForeignLanguage Teaching and Research Press.

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Yang Yuhui. 2006. A Study of English Learning Motivation of CollegeStudents in Chinaand Motivational Strategies [D].

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曹志、何梅林，2000，《英语教育与认知发展》。北京：气象出版社。

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高一虹、赵媛、程英，2003，中国大学本科生英语学习动机类型，《现代外语》，第1期28-38页。

Appendix

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Instructions: Please choose the most suitable answer to each questionbased on your own conditions.

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The score of IntegratedSkills of English _______

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AT: Agree Totally; A: Agree; U: Uncertain; D: Disagree;DT: Disagree Totally;

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Whydo you choose English as your major?

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Item                                      Answers 

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AT

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U

D

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DT copyright paper51.com

1. I am interested in English.

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2. I like English and American culture.

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3. I am curious about English-speaking countries and nationalities.

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4. I like English songs and movies.

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5. I take special pleasure in language learning.

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6. I don’t like English, but learning English is very important for me.

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7. I feel at ease when learning English.

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8. I learn English at my parents’ request.

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9. I want to study, work and live abroad.

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10. I learn English in that my teacher’s appreciation.

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11. English is a useful means of communication.

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12. Learning English could help me understand the English articles, newspapers and TV programs better.

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13. English is an international language, which helps me to understand the world better.

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14. Learning English can help me know about the difference between eastern and western culture.

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15. I study English in that I want to get a good job

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16. English is a hot subject, so I choose it.

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17. I want to make friends with English-speaking people.

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18. Learning English can broaden my horizon.

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19. I could get a feeling of achievement from English learning.

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20. I don’t have any special reasons.

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If youhave any other reasons for why you choose English asyour major, please write them down: http://www.paper51.com

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Thanks for yourco-operation

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