Investigating Non-English Majors' Motivation Of English Learning In Independent College

Motivation is proved to play a vital role in SLA. It is regarded as a predictor of language learning success and individuals who are more motivated will learn another language faster and to a greater degree. In China, SLA mainly refers to the acquisition of English because English is accepted as the main second language for Chinese learners. Therefore, motivation becomes a key factor affecting English learning.Independent college, which is run by non-governmental power, is an outcome of Chinese higher education reform and becomes a new pattern of higher education. The first independent college was admitted officially by Chinese Ministry of Education in 2004. The students in independent college ordinarily have lower scores in entrance examination to college and own weak knowledge basis. Nowadays, the English learning situation of non-English majors in independent college is worrying with the unsatisfactory learning achievement. In order to solve this problem, many studies have been conducted aiming at finding out the reasons and providing some solutions. But poor work has been done in the study of learners' motivation on English learning. Therefore, it is necessary and urgent to conduct an investigation on non-English majors' motivation of English learning in independent college, which may show some practical value in English teaching and learning. The study has been carried out to 180 non-English majors from College of Mobile Telecommunications, Chongqing University of Posts and Telecommunications. This study employs a questionnaire designed mainly on the basis of Gardner's Attitude/Motivation Test Battery and Gao Yihong's Motivation Type Scale. The study is conducted with three questions:a) In the two types of integrative motivation and instrumental motivation, which one is the main EL motivation type of non-English majors in independent college? b) Whether the English learning motivation level of non-English majors in independent college is low or not? c) What are the internal and external factors affecting EL motivation level in independent college?The study reveals the following three findings:First, The students in independent college tend to be instrumentally motivated in EL and have three typical instrumental motivation types:job orientation motivation, academic orientation motivation and going abroad orientation motivation. Second, the English learning motivation level of students in independent college is low. Third, internal factors affecting the EL motivation level in independent college mainly refer to self-efficacy, goals and interest. External factors chiefly refer to academic requirement, college administration, teachers and difference in sex. However, parents and family background fail to show obvious effect on EL motivation.On the basis of the three findings, some implications have emerged and several practical suggestions are provided to college administrators and English teachers aiming at improving the English learning motivation and achievement in independent college.