A Survey And Analysis On English Learning Motivation Of English Major Students In Vocational School

It is generally believed that English teaching in China has made great achievements since the implementation of the reform and the opening up to the outside world. However,"Chinese college students have learnt English for over ten years,"Li Lanqing, the former vice-premier of china, pointed out,"But they are unable to listen, speak, read and write well…Their abilities to use English are still low."(Li: 1997) That is to say college English teaching is inefficient, which can be caused by several factors. Among them, lacking of motivation is one of the most important factors.Motivation is one of the affective factors which influence foreign language learning. Much research has been done on motivation. In the west, Gardner and Lambert are two of the most outstanding scholars in this field. Their research mainly focused on two motives for learning a second language or foreign language. They divide foreign language learning motivation into instrumental and integrative motivation. It can also be divided into intrinsic and extrinsic motivation or long-term motivation and short-term motivation. In China some scholars, such as Wen Qiufang and Shi Yongzhen also do some researches in the field.In Chaoyang Vocational School there are many students who major in English even though their English ability is not good. They study English for three years in the college. After three years study some of them will pass the entrance examination to go to four years universities for further study. Some of them will become teachers in junior middle school or private school and some of them will work in some local companies or co-operations. A questionnaire was given to 128 of those who studying in Grade One to investigate their English learning motivations. The result and further study show that:1) The English-major students in Chaoyang Vocational School mainly have the instrumental motivation and extrinsic motivation but less intrinsically-motivated, so the students'intrinsic motivation should be enhanced. Only instrumental motivation can not last long in the whole language learning process, so their English learning motivation need to be adjusted.2) Generally speaking, the present situation of the students'English learning motivation is proper. Most of them have general learning autonomy and know how to adjust their motivation and learning strategies. But some of them need to be helped in adjusting their English learning motivation.3) There is no much obvious relation between the types of students'learning motivation style and their learning achievement.4) There is relation between the students'learning motivational intensity and their learning achievement.In order to stimulate and enhance the students'learning motivation and help them develop autonomous learning habit, nine practical suggestions are given:1) Enhancing the Students'Intrinsic Motivation.2) Arousing the Students'Interest and Curiosity.3) Meeting Students'learning Needs.4) Building up students'beliefs in themselves.5) Setting and Achieving Goals6) Building up a supportive learning environment.7) Fostering Learners'Autonomy.8) Supplying informational feedback.9) Building up a Good Teacher-Student RelationshipAt last, the author points out the limitations of the survey and suggests the further study.