Research on NonEnglish Majors Current Motivation in English Learning.docx

Research on NonEnglish Majors Current Motivation in English Learning.docx

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ResearchonNonEnglishMajorsCurrentMotivationinEnglishLearning

ResearchonNon-EnglishMajors’CurrentMotivationinEnglishLearning

Contents

Abstract:

Withthedeepeningofforeignlanguageteachingresearchesathomeandabroad,anincreasingnumberofattentionhasbeenpaidtothestudyofEnglishlearningmotivation.Sofar,oceansofscholarshavepaidmoreattentiontothestudyofcollegestudents’EnglishlearningmotivationinSci-TechUniversities.However,basedonthesamplingsurveyofnon-Englishjuniormajors’EnglishlearningmotivationinNeijiangNormalUniversity,thispaperanalyzesthemotivationofnon-Englishmajorsinthenormaluniversity,theinterestinEnglishlearning,themainpurposesofEnglishlearning,thefactorsthatinfluenceEnglishlearningmotivationandtheinspirationfornon-Englishmajors’Englishteaching.Itisdesignedtostimulatenon-Englishmajors’EnglishlearningmotivationandimprovethequalityofEnglishteaching.

KeyWords:

motivation;Englishlearning;non-Englishmajors

摘要：

随着国外外语教学研究的不断深入，英语学习动机的研究越来越受到重视。

目前，学者们侧重对理工科非英语专业大学生英语学习动机的研究。

然而，基于江师学院非英语专业大三学生英语学习动机的抽样调查，本文分析了师类高校非英语专业的大学生英语学习的兴趣、英语学习的主要目的、影响英语学习动机的因素以及对非英语专业大学英语教学的启示，旨在激发非英语专业大学生的英语学习动机，提高英语教学质量。

关键词：

动机;英语学习;非英语专业大学生

ResearchonNon-EnglishMajors’CurrentMotivationin

EnglishLearning

Introduction

Withthedevelopmentofthesociety,Englishisincreasinglybecomingagloballanguage,mainlyduetoglobalization.Asthebackboneofpromotingsocialdevelopment,collegestudentsaresupposedtobeproficientinusingEnglish,whichistheiressentialbasicskill.Therefore,howtoeffectivelystimulatecollegestudents’interestinlearningEnglishanddeveloptheiractivenesshavebeenreceivedthewidespreadattentionbydomesticandforeignscholars.Actuallyspeaking,themotivationofEnglishlearningisthemostdynamicfactoroflearners’individualfactors,andithasbecomeahotspotinthepasthalfcentury.Itissaidthatwhoeveryouare,Englishmajorsornon-Englishmajors,learningEnglishwellisasignificantwaytolivebetter.ThusitisindispensableforresearcherstostudythecurrentmotivationinEnglishlearning.Uptonow,althoughthereareagreatnumberofresearchesaboutcollegestudents’motivation,theresearchobjectsneedtobeclassifiedmoreandmorespecifically.Therefore,thispaperwilldigintotheEnglishlearningmotivationofnon-Englishmajorsinthenormaluniversityonthebasisoftheresearchofnon-Englishjuniormajors’EnglishlearningmotivationinNeijiangNormalUniversity.

Firstofall,thegeneralknowledgeofmotivationshouldbefocused,suchasthedefinitionsoflearningmotivation,thetypesoflearningmotivationandtheinfluencingfactorsoflearningmotivation.What’smore,aftertheresearchissueshavebeenstatedclearly,thepaperintroducestheresearchmethodology,suchasthesampling,instrumentanddatacollectionandanalysis.Afterthat,thepaperisconcernedabouttheresultsanddiscussionoftheresearch,includingtheanalysisofEnglishlearninginterest,theanalysisofthemainpurposesofEnglishlearningandtheanalysisofinfluencingfactorsofEnglishlearningmotivation.Finally,somemajorfindingsaresummarizedandquiteafewinspirationsofnon-Englishmajors’Englishteachingaresuggestedaccordingtotheresultsandanalysisoftheresearch.

Itisreportedthatthemotivationwillinfluencestudents’Englishlearning,especiallyforthenon-Englishmajors,somotivationhasplayedasignificantrolewhenstudentslearnEnglish.Nowadays,thelinguisticcompetenceaboutEnglishofnon-Englishmajorsisbecomingmoreandmoreimportant.Consequently,theresearchonnon-Englishmajors’currentmotivationinEnglishlearningisquitenecessary.Thispaperisdesignedtodiscoverthenon-Englishmajors’currentmotivationinEnglishlearning,analyzetheresultsoftheresearch,offersomesuggestionstothenon-Englishmajors’EnglishteachingtostimulatetheirEnglishlearningmotivationandimprovethequalityofEnglishteachingandlearning.

.IntroductiontoMotivation

A.ResearchBackground

Aseveryoneknows,motivationisoneofthemostimportantfactorsthatwillinfluencestudents’Englishachievements.Ithasacloserelationshipwithstudents’successorfailureinEnglishteachingincollege.Therefore,teachersmustpaymoreattentiontothisaspect.Asformotivation,itsdefinitions,classificationsandinfluencingfactorsshouldbeknown.

Firstly,motivationisatermwhichusuallyappearsinresearchesofthesecondratherthanthefirstlanguagelearning,anddifferentdefinitionsofleaningmotivationaregivenbydifferentresearchersfromdifferentangles.GardnerandMacintyreargue“thelearningmotivationiscomposedofthreecomponents:

thedesiretoachievethegoal,theefforttoachievethegoal,andthesatisfactionofaccomplishingthetask;”1Williamssuggeststhatlearningmotivationthatenableslearnerstoputineffortsforaperiodoftimetoachievetheestablishedgoals,isastateofemotionalandcognitiveawakening;andWenQiufangpointsoutthatEnglishmotivationcanbesimplyinterpretedtothereasonsandpurposesofEnglishlearning.Generallyspeaking,motivationhasdifferentdefinitionsfromvariousaspects,butthemajorityofpeopleacceptthisopinionthatmotivationincludesthegoal,effortandsustenance.

Secondly,aspeoplecontinuetodeepenthestudyofforeignlanguageteaching,investigationsoftheconnotationsoflearningmotivationarealsomoreabundant.There are a thousand Hamlets in a thousand people’s eyes.Inaccordancewithdifferentstandards,therearedifferentclassificationsoflearningmotivation.Consequently,thereisnocorrectclassification,butitisnecessarytoknowtheirstandards.Althoughsomeideasaregoodorsomeviewsarebad,theyareaccepted.Atleast,itisworthwhiletoacquiretheiropinionsfromdifferentaspects.Intheclassificationofmotivation,GardnerandLambertassertthatlearningmotivationisdividedintoinstrumentallearningmotivationandintegratedlearningmotivation,fromtheperspectiveoflanguagelearninginsocialpsychology.Instrumentallearningmotivationisnotoutofinnerlovebutforaparticularpurposetolearnalanguage,suchaspassinganexamination,obtainingacertificate,findingagoodjob,lookingupadocumentandsoon.Integratedlearningmotivationmeansalearneracquiresalanguagefromtheheart,hasastronginterestinthetargetlanguage,orevenwantstobecomeoneofthemembersofthetargetlanguagecommunity.AnothermoreclassicalclassificationisdividedintointrinsicmotivationandextrinsicmotivationbyDeciandotherresearchersfromthecognitivepsychologypointofview.Intrinsicmotivationisoutofinterest,curiosityandotherintrinsicfactorstolearnalanguage.Whileextrinsicmotivationreferstoexternalfactorssuchasrewards,employmenttolearnalanguage.

InthestudyofthetypesofEnglishlearningmotivationinChinesenativeenvironment,GaoYihongandhiscolleaguessummedupsevencommontypesofmotivation,includingintrinsicinterest,immediateachievement,learningsituation,goingabroad,socialresponsibility,individualdevelopmentandinformationmedia,whichcanbefurthergeneralizedasinstrumental,culturalandsituationalmotivations.WenQiufangalsofromapsychologicalpointofview,dividedtheinterestintodirectinterestandindirectinterest,andthusdividedthemotivationintosurfacemotivationanddeepmotivation.Asfarassheisconcerned,surfacemotivationanddeepmotivation,arebasedonwhethertheyhavedirectinterestinwhattheylearnedtodistinguish.Accordingtothetheory,interestcanbecultivatedandchanged.Therefore,thetwomotivationscanbetransformedintoeachother.

    Thirdly,itisgenerallyknownthattherearesomanyfactorswhichwillinfluencethemotivation,suchas,teachingmaterial,teachingmethods,classroomatmosphere,self-anxiety,self-confidence.Ontheonehand,“Dornyeianalyzeslearningmotivationfromthreeaspects:

language,learnerandlearningsituation.Hesuggeststhatcurriculum,teachersandteachingenvironmentwillaffectthelearningmotivation.”2Ontheotherhand,Williams&Burdenalsoputforwardtheirownmotivationmodel.Theyclaimthattherearetwokindsoffactorsthataffectthemotivation,thatis,internalfactorsandexternalfactors.Internalfactorsaremostlikelytoincludelearners’interest,learningattitude,theirexpectationsandsoon,whileexternalfactorsconsistofteachers,teachingmaterials,learningenvironmentandotherfactors.

Learningmotivationhasbeenalwaysconsideredasakeyfactorinsecondlanguageacquisition,whichisoneofthemainvariablesthatrestrictstudents’foreignlanguagelearningachievement.ThuslearningmotivationplaysacrucialroleforEnglishlearnersinEnglishlearning.Whenitissuitablefortheactualsituationoflearners,eventoacertainextent,itcanmakeuplearners’urgent-neededlanguageskillsandlanguageconditions.Therefore,agrowingnumberofeducationworkersstudylearningfactorswhichincludeslearningmotivation,andtheprogressintheoryorapplicationhasanimportantguideinteaching.

B.ResearchIssues

Thisstudyattemptstoexplorenon-Englishmajors’currentmotivationinEnglishlearning.Specificresearchquestionsareasfollows:

1.Arenon-EnglishmajorsinterestedinlearningEnglish?

2.Whatarethemainpurposesofnon-Englishmajors’Englishlearning?

3.WhataretheinfluencingfactorsofEnglishlearningmotivationofnon-Englishmajors?

.ResearchMethodology

A.Sampling

Thisstudyadoptedthemethodofsampling—specifically130juniorswererandomly