A Study On Motivation Cultivation Of College Oral English Autonomous Learniing

The cultivation of oral English skills has always been a difficult problem yet to be solved in the field of foreign language teaching.Due to the large student number and the severe lack of excellent teaching staff,the problem of "dumb English" in college English is always difficult to be solved entirely,especially for local colleges and universities which are weak in teaching and research."Cannot speak","dumb English" further defeats students' confidence and the motivation to speak,forming a vicious circle of the more "cannot speak",the more unwilling to speak,and the more unwilling to speak,the more "cannot speak".In addition,because the society and teachers and students are too obsessed in CET(College English Test),many students,even some teachers,take CET as the main purpose of college English teaching,and focus English learning on test points and examination skills training,oral English is obviously neglected."No motivation" becomes the bottleneck of the autonomous learning of spoken English.The key to improve spoken English is through autonomous learning,and the cultivation of oral English should be based on learner autonomy.As the striving of contemporary education,the effect of autonomous learning is undoubtedly the most concerned topic needed to be solved by researchers.Learning strategy researchers by analizing and summarizing the learning strategies of the successful learner,put forward to train learners' strategy to improve the effect of autonomous learning.However,the effects of learning strategies vary from task to task and from person to person.Strategies that are effective for some learsning tasks are not necessarily effective for other learning tasks,and strategies that are effective for some autonomous learners are not necessarily effective for all autonomous learners.For learners learning strategy cultivation is not only a practice of learning skills,but also a foreshadowing for learners to become teachers of their own learning strategies.The cultivation of learning strategies also requires "autonomous learning".Although learning strategy is important,without strong learning motivation as the foundation,"When there is no way out at the end of the inquiry ",can students "go on searching with a long way to go" ? Can they stick to the "final vista" ? The motivation of autonomous learning comes from learner themselves and from others.When the autonomic motivation declines and learning slows down,the motivation cultivation from others can stimulate,foster and sustain the learning motivation,and thus saves learning.The cultivation of autonomous learning strategies in college oral English should be combined with the cultivation of autonomous learning motivation.At present,such research is relatively few,not deep and systematic enough.,especially the research on motivation training for local college students is even rarer.Based on psychological motivation theory and L2 motivation theory,this study develops students' motivation from the perspective of needs,confidence and strategies according to their special English foundation and learning needs.Quasi-experimental research shows that:(1)examination can effectively stimulate students' motivation to study independently.(2)The experimental group was not being more affected,more loving to learn and more diligent than the control group in word descriptors.However,the experimental group is significantly better than the control group in their improvement in oral English test performance.(3)Their test results were significantly better than those in the control group.After the cultivation of motivation,most subjects in the experimental group improve their oral English scores significantly.By contrast,the extent of improvement in the control group was significantly lower than that of the experimental group.And Pearson 2-tailed Correlation Test also showed:(1)For the experimental group,the more positive the reasons to study autonomously are,the better the post-test performance are.And,for the subjects with high performance in pretest,reasons to study may not necessarily be positive.The more active the reasons to study are,the more likely the subjects were inspired by the motivation training.The more positive the reasons to study or not to study are,the better the performance in the post-test are,and the better the subjects perform in the pre-test,the more they are inspired by the motivation program.The majority of subjects(44 in total)in the experimental group admit being inspired by the motivational cultivation program,their motivations to learn are more active,which lead to better performance in the post-test.In contrast,although the control group also shows a tendency of the more positive reasons to study autonomously are,the better performance in the post-test are.And,subjects with better performance in the pretest may not necessarily have positive reasons to learn.Being lack of motivational inspiration,reasons for the control group to learn are less positive than the experimental group.The control group has an equal performance in the pretest with the experimental group,but the less positive reasons to learn lead to a lower performance in the post-test.(2)The motivational cultivation is more effective for subjects with better performance in the pretest,and less effective for those with lower pretest performance.The subjects with better pretest performance are usually good English learners.They pay more attention to the information in the motivation cultivation.At the same time,they are also good at learning,a little hint can enlighten them to solve the problems they have encountered and reflected on in oral English autonomous learning.Subjects with poor performance in the pretest generally have poor learning attitude,poor English.It is difficult for them to improve their English in a short time,thus they are reluctant to pay long efforts,lose interest in English learning,and turn a deaf ear to the information in the motivation cultivation program,which result in the failure of the motivation cultivation program to help them.(3)For the subjects in the experimental group,the more they were inspired by the motivation cultivation,the better their performance in the post-test are;the less likely to be inspired by the motivation cultivation,the worse their performance in the post-test is.The cultivation of motivation arouses students' needs and motivations to learn oral English in university by emphasizing the benefits of oral English to the future job hunting.More importantly,the subjects are the first time to take English oral tests.They are at a loss about the procedures,rating standards and how to make preparations.The motivation cultivation guides them in the test contents,test requirements and difficult points,thus prepare them with language knowledge and content.(4)Female students perform better both in pretest and post-test,have a more positive reasons to learn,and are more easily to be inspired by the motivation cultivation,which shows: in local institutions,boys' English is often poor,they do not work hard,have poor attitude,incorrigibly tend to fall asleep or play games in class;Female students are more well-behaved,more care about academic performance.(5)Both the experimental group and the control group exhibit a law of the more positive their reasons to learn are,the better they perform in the post-test.As the directions and goals for autonomous learning,the reasons to study independently motivate learners to plan their learning behavior and make unremitting efforts to achieve the goal.(6)There is no significant correlation between RMB 5.00 per week material rewards and the factors such as performance in pretest,post test,gender,effort and motivation.This shows that human as a thoughtful,selective senior specises,small external stimuli alone can not affect and determine human behavior.(7)There are 6 persons in the experimental group being disqualified for the final exam,and none with the control group.Motivation cultivation is intended to motivate students to study harder,but it also has negative effects on students whose English are poor and have no confidence in improving it.The more they receive information from motivation cultivation,the more nervous they are and the more they want to escape and give up.Future motivation training research may be carried out respectively according to students English levels,and invite the office of student affairs,counselors and other management departments,teaching/ examination syllabus making staffs and teachers to participate in,making students understand the meaning and value of oral English learning,integrate motivation cultivation into the daily teaching,establish motivation developing files,monitor,record and summarize the changes and laws in students' motivation changes,and give timely and directed guidance,and may make full use of peer influence.