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1、OnMotivationofCollegeStudentsinLearningEnglishIntroduction Motivation,asanimportantfactorfromtheviewofpsycholinguisticsinlearningasecondlanguage,helpstodeterminethelevelofproficiencyachievedbydifferentlearners.Thus,agreatdealofresearcheshavebeendoneontheroleofmotivation
2、insecondlanguagelearning,especiallyinEnglish.Thelastfourdecadeswitnessedmanyresearchesthatinvestigatedthenatureandroleofmotivationinsecondlanguagelearning.Gardner&Lambert(1972)andalotofotherforeignscholarshavedonemostpioneeringinvestigationonmotivation.Thereisnodoubttha
3、tmotivationisavitalfactoranddeterminantinEnglishlearning.Forcollegenon-Englishmajorstudents,Englishteachinghasbecomeespeciallyimportant.SomeresearchesonChinesestudents’Englishlearningmotivationhavebeenmade.Butithasputmuchfocusontheexternalfactorswhichconcernthelanguagei
4、tselfandtheteachingsuchastheresultofexams,neglectingtheimportanceoftheinternaloneslikethestudents’interestsoflanguageitself.However,inordertofindoutwaystopromoteeffectivelearning,theintegrativefactorsmustbeputintoconsideration.Thispaperexplorestwotypesofmotivationofcoll
5、egestudentslearningEnglishasaforeignlanguage.Tobespecific,besidestheIntroductionandtheConclusions,thisthesisconsistsofthreechapters:34ChapterOnereviewsthefundamentalconceptsandtheoriesofmotivation,thentheimportanceandthemaintheoriesonmotivationaresimplyintroduced.Chapte
6、rTwopresentstheresearchmethodology,includingselectionofthesubjects,theresultsanddiscussionabouttheinvestigationaswell.InChapterThree,suggestionsforenhancingEnglishlearningmotivation,suchasinspiringstudents’interestanddevelopingapleasantclassroomatmosphereinEnglishteachi
7、ngarepresented.34Chapter1:LiteratureReviewMotivationisconsideredasoneofthemostinfluentialfactorsinthefieldofL2learning.TeachersandresearchersviewmotivationasakeyfactorinL2learningandtheyconcernwhetherthestudentsarewellmotivatedandwillingtolearn.Tolookfortheanswer,manysc
8、holarshavebeendoneinrecentyears.Butstillthereisalongwaytogotofindwaystomotivatethelearners.1.1TheDefinitionofM
