A Study On Second Language Learning Motivation Of Vocational College Students And Implications For English Teaching

Motivation is one of the key factors influencing language learning success.Motivation determines the effort made in a new language and the extent to which aperson involves in learning the new language. Behavioral problems in study often, oralways, seem to be linked to the lack of motivation. To achieve ideal effect in EFL（English as Foreign Language） classroom, teachers should focus on how to inspirelearners’ deep motivation. English teachers can timely adjust the teaching behavior toarouse and stimulate learners’ learning motivation by learning the intensity and typeof the English learners’motivation. In recent years, researchers home and abroad havedone lots of researches on motivation, but most of them take normal college anduniversity students as their research subjects. Researches concerning vocationalcollege students are much fewer. In addition, even if researchers have given a numberof insightful suggestions on enhancing motivation from the perspective of learners,few practical implications which can guide teachers’ teaching practice are put forwardby them. However, to stimulate and cultivate learning motivation is one of theprincipal missions for education. Therefore, teachers should adopt various teachingmethods and utilize all the teaching resources available to stimulate and sustainstudents’ motivation. Second language learning motivation is influenced by rathersophisticated internal and external factors. Only by combining the efforts of students,school administrators and teachers can we get a satisfactory result of SecondLanguage Learning.On the basis of previous motivation studies, the thesis aims to explore mainmotivation types of vocational college students and factors that influence theirintensity of motivation, which can help teachers to find ways to stimulate students’motivation. The present research collected data by questionnaire and interview. Thesubjects of the study were180students from Changzhou Institute of Light Industry.The data were analyzed by the SPSS19.0from the following perspectives: the maintypes of vocational college students, factors which may affect students’ learningmotivation and what types of teachers can stimulate and sustain vocational college students’ learning motivation. The results of analysis are as follows: The motivationof vocational college students learning English is mainly instrument-oriented; Themajority of vocational college students lack SLL motivation and desire; Self-efficacyis not high among the vocational college students; Factors like teachers, teachingmaterials and learning atmosphere mainly affect students’ learning motivation.Among all the factors, teacher is a decisive one that influences their intensity ofmotivation. Teacher’s personality and teaching methods decide his/her popularityamong students. The results in the questionnaire also tell us that students like teacherswho are open and enthusiastic and maintain a close relationship with them and thosetaking a learner-centered approach and adopt modern and various teachingmethodologies.Finally, the following suggestions are put forward for the English teachers tostimulate students’ motivation: Helping students foster positive learning attitude;Arousing students’ learning interest; Praising to stimulate motivation; Setting up aharmonious relationship between teachers and students. The research indicates theurgency and importance to carry out an innovation in the English teaching andlearning process. As a language teacher, it’s vital to catch up with the new ideas, learnstudents’ characteristics and change their teaching methods to help students learn L2better.