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非英语专业学生英语学习动机调查研究论文AbstractMotivationhasbeenconsideredakeyfactortosuccessfullanguagelearning.Fromdifferentdimensions,motivationcanbeclassifiedintointegrativeandinstrumental,intrinsicandAbstractMotivationhasbeenconsideredakeyfactortosuccessfullanguagelearning.Fromdifferentdimensions,motivationcanbeclassifiedintointegrativeandinstrumental,intrinsicandextrinsic,etc.Thebehavioral,humanistic,cognitiveandsociallearningtheoriesaccountfor“otivation”fromdifferentperspectives.Thesubjectsofthisstudyare55third-yearnon-EnglishmajorsofClassTentofZhangzhouTeachers’College.Eachofthemethodsandstrategiesforteacherstoenhancestudents’motivation,suchas,applyingmeta-cognitivestrategies,usingmunicativemethodintheirteaching,improvingteachingmethods,cultivatingthestudents’autonomouslearningability.It’shopedthatthepresentstudyakingEnglishteachingandlearningmoreeffectiveandefficient.Keyotivationinforeignlanguagelearningisaplicatedphenomenonsoftunicativeneedsandtheirattitudestounity.otivationisregardedasoneofthemostimportantvariablesaffectingthestudents’performanceofEnglish,e.”2Theresearchofmotivationisveryimportantinforeignlanguageteaching.Teacherscannoteffectivelyarousestudents’motivationandimprovetheirteachingeffectsuntiltheyknootivationalfactorsinfluencestudents’Englishachievementandunderstandstudents’internalandexternalneeds.2.OnmotivationMotivationhasalostimportantfactorsinforeignlanguagelearning.Butestudentssuccessfulatlanguagelearningstancessuggeststhatthemotivationthatstudentsbringtoclassisoneimportantfactoraffectingtheirsuccess.2.1Definitionofmotivation“Motivationisaforcethatenergizes,sustains,anddirectsbehaviortoicallycumulativearousal.Somepsychologistsperceivethatmotivationissomekindofinternaldriveeonetopursueacourseofaction,suchas,themotivationofshopping,themotivationofhuntingajob,etc.Concretelyspeaking,motivationisovesusfromboredomtointerest.Itissomethingliketheengineandsteeringobile.ItisthesameforthemotivationoflearningEnglish.Becausemotivationhasamajorinfluenceonourbehaviorbuttheydon’treallytellushootivation.Gardnerdefinesmotivationtolearntheforeignlanguageas“theextentto otivationassuch:“motivationismonlythoughtofasaninnerdrive,impulse,emotion,ordesirethatmovesonetoaparticularaction.”4AccordingtoGardner,motivationconsistsoffouraspects:agoal,effortfulbehavior,adesiretoattainthegoalandfavorableattitudestoanykindsofclassificationofmotivation,suchas,theintegrativeandtheinstrumental,theintrinsicandtheextrinsic,etc.Ontheotivationandachievement.Motivationandachievementaredirectlyrelatedjustbecausetheeffectsoflearners’orientationaremediatedbytheirmotivation.2.2Typesofmotivation2.2.1IntegrativeandinstrumentalmotivationPeopleotivationarethoseselvesunityandultimatelyjoinit.TheynotonlyaychoosetolearnEnglishbecausetheyareinterestedinthepeopleandculturerepresentedbythesecondspeakinggroup.Hoentalmotivationreferstolanguagelearningformoreimmediateorpracticalgoals.Itisalsocalled“task-orientedmotivation”or“certificatemotivation”.Learnersmaymakeeffortstolearnasecondlanguageforsomefunctionsreasons-topassanexam,togetabetterjob,ortogetaplaceatuniversity.Theyaremotivatedtolearnasecondlanguagebecauseitopensupeducationalandeconomicopportunitiesforthem.“Learnersentalmotivationcanbeidentifiedasthefolloentalmotivationisgenerallycharacterizedbythedesiretoobtainsomethingpracticalorconcretefromthestudyofasecondlanguage.Aninstrumentalmotivationseemstobethemajorforcedeterminingsuccessinthesecondlanguagelearning.oslosthatintrinsicmotivationisclearlysuperiortoextrinsicmotivation.”9Ideally,studentsotivated.Teachersareimportantinpromotingintrinsicmotivationandneedtotakeeffectivemeasurestosustainstudentsintrinsicmotivation.2.2.3Indirectlong-rangemotivationanddirectshort-rangemotivationIndirectlong-rangemotivationbearsnodirectrelationshipphasizesresultsandvalueoflearningactivities,relatingemiddle-schoolstudents,learningforeignlanguageistobeengagedincareersconcerningotivationreflectstherequirementsofsocietyandhouseholds,concerningactivities,stableandreliable,beingefficientinalongertime.Directshort-rangemotivationbearsdirectrelationshipainlyevokedbylearningactivityitselfdirectly,chieflymanifestingthedirectinterestuponforeignlanguagedisciplinecontentsorlearningactivities.Itisprobablyevokedbypressure,reentfromteachersandparents,orbypetitionbetates.Themotivationismainlyevokedbydemandingfromcuriosityandrecognition,theeffectiverangesmallerthanthatofindirectlong-rangemotivation,suchas,duetotheinterestuponforeignlanguage, somestudentslikeforeignlanguageclassratherthanothers,otivationmoreconcrete,intenseandeffective.Duringtheperiodinuniversity,themotivationappearsmoreprominent,eassoonasitesintobeing.Thedivisionbetotivationsismainlydeterminedbymotivationsourcesandeffectiveterm.Themotivationsaremutuallyrelatedandplementary.“Inthevieeoccasionalconditioninactualconcretesituations,directshort-rangemotivationneedsindirectshort-rangemotivationentandplementtoimprovetheinitiativeandsignificanceoflearningactivities.”10Indirectlong-rangemotivationneedsalongerterm,therefore,itrequiresdirectshort-rangemotivationentandplementtoentoflong-rangegoalandpresentspecificlearningactivities.2.2.4Achievementmotivation“Achievementmotivation,namely,resultativemotivation,meansthatmotivationistheresultoflearningratherthanthecauseofL2achievement.Learnersaybeemore,orinsomecontexts,lessmotivatedtolearn.”11AchievementmotivationisregardedoneofthemainmotivationoflearningEnglishinclasses.Teachersplayanimportantroleinpromotingstudents’achievementmotivationbymeetingent,etc.3.TheoriesofmotivationTherearethreetheoriesvieotivationassuch:behavioral,humanistic,andcognitivetheoriesofmotivation.Thesetheoriescanalsohelptounderstandmotivation.3.1Behavioralvieotivation“Behavioraltheoriesvieotivationasachangeinbehaviorasaresultofexperienceent.”12Heremotivationisregardedasreinforcement.Becausereinforcementresultsinanincreaseinbehavior,praise,mentsonhomeonclassroomreinforcersthatcancausethisincrease.Effectivereinforcersofusingremaycultivateintrinsicinterestinlearningornot.Althoughmotivationandlearningarecloselyrelated,theyarenotidentical.Becausetheeffectsofreinforcersdependonlearners’expectations,beliefs,andotherthoughts.Tosumup,behaviorismfocusesonchangesinbehaviorthatresultfromexperiencesent.Theteachers,ents,canfullypromotethestudentsmotivation.3.2Humanisticvieotivation“Humanistictheoriesvieotivationaspeople’sattemptstofulfilltheirtotalpotentialashumanbeings,”13focusesonreinforcementinitsexplanationformotivation.Accordingtohumanisticpsychologists,tentsoftheteaching-learningprocessareessentialtothedevelopmentofmotivation:astrongstudent-teacherrelationshipandapositiveclassroomclimate.Collectively,humanistictheoriessuggestthatanacceptingandsupportiveclassroomenvironmenticabilityorperformanceisimportantforbothlearningandmotivation.Teachersanisticapproachesto motivationinclassroombydisplayingacaringandempatheticmannerclimateforlearnerscanfullymotivatetheirstudents.3.3CognitivetheoriesofmotivationCognitivetheoriesofmotivationfocusonlearners’belief,expectationsandneedsfororder,predictability,andunderstanding.Thispapermainlyexaminesfivecognitivetheoriesofmotivation:expectancy×valuetheory,self-efficacytheory,goaltheory,attributiontheoryandself-determinationtheory.3.3.1Expectancy×valuetheory“Expectancy×valuetheoriessuggestthatlearnersaremotivatedtoesvaluetaskachievementorotherpotentialoutes.”14Expectancyforsuccessisimportantinclassrooms.Learnersorechallengingactivities,andachievehigherthanthoseportance,utilityvalueandcost.a)Intrinsicinterestisthecharacteristicsofatopicoractivitythatinduceaperson’sentinit.Students’interestisincreasediftheclassisfilledples,personalizedcontentandstudentinvolvement.b)Importanceistheextenttoordisconfirmimportantaspectsofhisorherself-schemas.c)Utilityvaluereferstotheperceptionofatopicoractivityasusefulformeetingfuturegoals,includingcareergoals.Utilityvaluecaneffectivelyhelpusseehootivation,intrinsicmotivation,andmotivationtolearninteractandsupportoneanother.d)Costistheperceivednegativeaspectsofengaginginatask,suchas,time,emotionalcost,etc.3.3.2Self-efficacytheory“Self-efficacyisabeliefaboutone’soance,modeling,verbalpersuasion,psychologicalstate.Pastperformanceonsimilartasksisthemostimportant.Highefficacylearnersacceptmorechallengingtasks,exertmoreeffort,persistlonger,usemoreeffectivestrategies,andgenerallyperformbetter.It’sanimportantgoalforallteacherstopromotehighefficacyinstudents.3.3.3Goaltheory“Goalscanalsohaveapootivation.Itequalstoanouteanindividualhopestoachieve.”16Learningandperformancegoalsaretaingoals.Learninggoalsarehighlydesirable,ancegoalsonmotivationismoreplex.Itischaracterizedbyfivekindsofgoals:learninggoals,performance-approachgoals,performance-avoidancegoals,socialgoalsandonitoring,strategyuseandmetacognition.Learnerscanbehighlymotivatediftheyefficientlyapplythegoaltheory.3.3.4AttributiontheoryAttributiontheoryisacognitivetheoryofmotivationthatattemptstosystematicallydescribelearners’explanationfortheirsuccessesandfailures.Attributionsoccuronthreedimensions:locus,stabilityand control.Attributionsinfluencelearnersinatleastfourotionalreactionstosuccessandfailure,expectationsforfuturesuccess,futureeffortandachievement.Thistheorysuggeststhatteacherscanhaveimportantinfluencesontheancebyteachingthemlearningstrategiesandencouragingthemtoattributesuccesstoeffort.3.3.5Self-determinationtheorySelf-determinationistheprocessofdecidinghoents.Self-determinationtheoryassumesthatpeoplehavethreeinnatepsychologicalneeds:petence,controlorautonomy,andrelatedness.Self-determinationtheoryisoneofthemostprehensivecognitivemotivationtheories.Itexaminesbothextrinsicandintrinsicmotivationanddescribesacontinuumofincreasingself-determinationthatbeginsotivationandendsinintrinsicmotivation.Manyvariablesofself-determinationtheoryarereallysourcesofintrinsicmotivation.Tosummarize,applyingcognitiveapproachestomotivationinclassroomissoimportantthatteachersshouldpaygreatattentiontoit.Teacherscanfullyinspiretheirstudentsiftheyexplainthereasonsfordealingptfeedbackonassignmentsandtests,establishclearexpectationsfortheirstudents,etc.It’sanimportantaimforallteachers.4.Acasestudybasedonquestionnaire4.1Literatureofrevieotivationresearch.Theyconsiderinstrumentalmotivationsarelessimportantfactorsinpredictinglearningsuccess,entalmotivationsarethemonestamongthecollegenon-Englishmajors.It’sobviousthatnumerousstudieshavebeenconductedbefore2004.But2005isasignificantyearforEnglishlearningandteaching.In2005,CET4/6icdegreeanymore.Thisstudyfocusesonexpoundingthetransformationofmotivationafter2005.Hootivationchange?Areinstrumentalandextrinsicmotivationsstilltakingsuperiorpositionafter2005’reform?4.2QuestionsThissurveyaimstoansotivationdonon-EnglishmajorshaveinFLL?(2)Domotivationfactorshavesignificantcorrelationent?(3)ostofsuccessfullearnersareintegrative-oriented.Incontrast,itisobviousfromChartTajors,themostimportantfourmotivesareItem5“togetagoodjob”,Item7“topasstheCET-4/6togetthediploma”,Item8“topassthegraduateentranceexamination”andItem9“toadoptmyselftothedevelopmentofthesociety”,allofentalorientation.Fromthis,itisconcludedthatitisquitecontrarytoGarden’smotivationtheory,entalmotivationsarelessimportantfactorsinpredictinglearningsuccess.Item6“IlearnEnglishinordertogoabroad”alsobelongstoinstrumentalorientation.Butitisunrealistic.Manystudentsefrom familiesthatcan’taffordtosendtheirchildabroad.AsforItem2“IlearnEnglishbecauseofmyteachers’appreciation”,onlyoneofthe3“IlearnEnglishbecauseofmyparents’requirements”andItem10“Iirethoseotivation,playanimportantroleinEnglishlearninginacertaindegree.That’stosay,extrinsicmotivationismonincollegenon-Englishmajors.Thebinationofextrinsicmotivationandintrinsicmotivationisthebestisticthatfe11“IdisliketolearnEnglishandIfIpasstheCET-4,Iore”andItem12“CET-4/6doesn’tlinkicdegreeafter2005’sreform,soIportanceofEnglishandbegintopayattentiontoit.HootivationinlearningEnglishisnotquitecleartocollegeEnglishteachers.Someoftheteachersevenignoretheimportanceofstudentlearningmotivationandtheyjustgoonandonblindly.AccordingtoChartThree,itisattainedthatmoststudentsofGroupCdon’tspendenoughtimeinlearningEnglish.Timeisakindofcost.Itisessentialintheexpectancy×valuetheory.Ifthecostisatornearzero,thevalueotivatione”zeroiszero.AsforItem15thegoalsetting,13ofGroupCdon’tdraotivation.Goalsincreaseself-efficacybecausepeoplesetgoalstheybelievetheycanmeetandacplishingthemakeenougheffortsorevennoeffortinEnglishlearning.Butaccordingtoattributiontheory,effortisoneofthemostfrequentperceivedcausesofsuccessorfailure.Inthefinalanalysis,interestisthemostinfluentialvariablesindeterminingstudents’timeandeffortsspentonEnglishlearning.Infact,allthesefactorscorrelatecloselyandactoneachother.Toaddup,therearetotivationofcollegenon-EnglishmajorsinEnglishlearning.“Firstly,inChina,Englishisnotusedasamediumofdailymunication.ThestudentcannothaveenoughexperienceofmunicationotivationisnotashighastheEnglishmajorsustlearntomunicatefluentlyinthetargetlanguage.Secondly,thenon-Englishmajorshavetheiroajorcoursestolearn.TheycannotspendalltheirtimeandenergyinlearningEnglishunlikeEnglishmajorsostknoalltheanalysisintheabovepart,entalmotivationisthemonestoneamongthecollegenon-Englishmajors.Integrativemotivationandextrinsicmotivationranktotivationalfactorshavesignificantcorrelationent.3)Integrativemotivationandintrinsicmotivationarehigheramongsuccessfullearnersthanunsuccessfullearners.4.8ImplicationsAccordingtotheresultsandanalysisoftheinvestigation,otivationofnon-EnglishmajorsinlearningEnglishhavepositivecorrelationy.That’stosay,thehigherlevelsofmotivationofnon-Englishmajorare,thehigherhisEnglishlearningautonomyis. 2)Thelearner’sautonomyofnon-EnglishmajorsinlearningEnglishhaspositivecorrelationent.That’stosay,thehigherEnglishlearningautonomyofnon-Englishmajoris,thehigherhislearningachievementis.3)Thelearningachievementofnon-Englishmajorshavepositivecorrelationotivation,inyisadecisivefactor.That’stosay,thehigherlearningachievementofnon-Englishmajoris,thehigherhisself-autonomyis,andthehigherlevelofhismotivationis.Therefore,hoyisakeypointfortheteachersinEnglishteaching.5.HoproveEnglishlearningmotivationofnon-Englishmajors5.1Aframeotivationstrategies---usingmetacognitivestrategiesItisnotsurprisingthatsuccessfullearnersusemorestrategiesthanunsuccessfullearners.Furthermore,differentstrategiesarerelatedtodifferentaspectsofL2learning.Thestudyoflearningstrategiesisofpotentialvaluetolanguageteachers.Teachersshouldidentifythosestrategies.Metacognitivestrategiesarethoseinvolvedinplanning,monitoringandevaluatinglearning,forexample,thelearnermakesaconsciousdecisiontoattendtoparticularaspectsoftheinput.Teachersshouldhelpstudentstoknoselves,tohaveaclearideaaboutthedifficultiesandtheportantforfreshmen.Iffreshmenhaveabasicknoetacognitivestrategies,theyaresuretosetlearninggoals,draselvestothelearningofcollegeEnglish.Metacognitivestrategiesareplayingasignificantroleinimprovingintrinsicandintegrativemotivation.SoisforcollegeEnglishlearning.5.2Rebuildstudents’EnglishlearningmotivationBasedonthesurvey,itisclearthatinstrumentalandextrinsicmotivationarepredominantamongstudents,otivationarecertainlysuperiorthanthem.Soitisquiteimportanttoknootivation.5.2.1ThetransformationfromextrinsicmotivationtointrinsicmotivationImprovingintrinsicmotivationaimstoincreasethelearninginterest.AccordingtoQinand.R.R.DonnelleyandSonspany,2000,P3982唐雪梅.非英语专业学生学习英语动机探析J.合肥工业大学学报，2005,2,P1083EggenPaul,KauchakDon.EducationalPsychology:.陕西：陕西师范大学出版社，2005，P3494胡天国.非英语专业大学生英语学习动机调查:硕士学位论文.中国期刊网.山东大学，2005，P35肖建壮.英语学习策略M.北京：现代出版社，1997，P36同1P3988同3P3509同4P810贾冠杰.外语教育心理学M.广西：广西教育出版社，1996，P22 11EllisRod.SecondLanguageAcquisitionM.上海：上海外语教育出版社，2000，P7512同3P35113同3P35314同3P35815同3P36116同3P36217余冬冬.如何提高中国非英语专业大学生的英语学习动机:硕士学位论文.中国期刊网.武汉理工大学，2004，P36-3718石永珍.大学生英语学习动机调查报告J.西北工业大学学报，1999，4，P7419Lightbo,SpadaNina.Ho.上海：上海外语教育出版社，2004，P57TAG：
