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1、AnEmpiricalStudyofEnglishLearningAttitudeandMotivationofEthnicMinorityUniversityUndergraduatesfromYunnanProvince,ChinaAbstract：ThisresearchadoptedempiricalquantitativequestionnairesurveyandstudiedEnglishlearningattitude/motivationandtheirrelationshipswithEnglishachievem
2、entofethnicminoritystudentsinYunnan,China.Theparticipantswere837ethnicminoritystudentsfromtwouniversitiesinYunnanprovince,southwestChina.Thequestionnaire,adaptedfromSLABatteriesofGardner/Lambert(1972),consistedof63itemsconcerningwhytolearnEnglish.First,wetreatedthecolle
3、cteddatawithSPSSfactoranalysisanddescriptivestatisticsinordertoexplorethemostimportanttypesofattitudeandmotivationandeighttypesofattitudesandmotivationsemerged.Theorderoftheeightattitudinalandmotivationaltypeswasarrangedfromthehighestmeanvaluetothelowestasfollows:studyi
4、ntensity,extrinsicmotivation,parents’expectation,teachingfactors,intrinsicmotivation,integrativemotivation,attitudetoEnglishnativespeakersandstudyanxiety.Second,SpearmanCorrelationindicatedthattheself-evaluatedEnglishachievementwaspositivelyandsignificantlycorrelatedino
5、rderwithintegrativemotivationandintrinsicmotivationandextrinsicmotivation.Keywords:attitude,motivation,Englishachievement,ethnicminorityuniversitystudents1．Introduction1.1TheBackgroundofTheStudyThesocio-cognitivemodel,alsocalledtheinstrumentmodelandintegrativemodel,isin
6、itiallyputforwardbyGardner/Lambert(1972).TheintrinsicandextrinsicmodelisproposedbyDeciandRyan(1995,2006)whilethetheoryofFLLmotivationissetupbyDornyei(1990,2005).Noelsandhercolleagues(2001)introduceanewinterpretation:acomprehensivemodelofSLA/FLLmotivation(intrinsic/extri
7、nsic/integrativeorientationandmotivation).Gaoetal.(2003)holdthattheempiricalstudiesconcerningFLLmotivationinChinahavepursuedtheinternationalmodelsandextendedmodels.Theyhaveprobedintothefunctionofmotivationstopromotelanguageachievementandthecorrelationbetweenmotivationsa
8、ndotherfactorsinfluencingthelearners’achievement(Wuetal,.1993;Wen&Wang,1996;Shi,2000;Yang,2002;Wen,2003).Gaoet
