The Investigation And Analysis Of English Learning Motivation Of Non-English Major Mongolian Students In Inner Mongolia Normal University

The paper presents a quantitative study on Mongolian non-English majors' English learning motivation. It mainly investigates the non-English major Mongolian student's English learning motivation types and the motivational characteristics. The sample obtained from a convenient sampling consisted of 110 undergraduates from the two classes which the researcher had taught. The instrument is a Likert-scale questionnaire which includes 30 motivational items. For the first part, the researcher conducted principal component analysis and revealed five motivation types:intrinsic interest motivation, conditioned learning motivation, immediate learning situation, practical utilitarian motivation and personal development motivation. Intrinsic interest motivation reflects the non-English major Mongolian student's positive attitudes toward target language community and culture. However, it doesn't mean that they want to integrate into the target language community but only interested in English songs and movies and interested in getting pleasure from the success. Conditioned learning motivation reflects that the non-English major Mongolian students in Inner Mongolia Normal University learning the English on condition; that is they have to learn the language in order to pass the exam otherwise they do not get the university certification, for instance. Once these conditioned extinguish, they will not learn the language further. Immediate learning situation motivation indicates the non-English major Mongolian student's language learning context have an impact in their language learning. Language teachers, for example, their personality, teaching style, rapport between the students influence the learner's motivation to learn the language. Practical utilitarian motivation implies that no-English major Mongolian student wish to master certain amount of practical communication skill which can apply in real life communication. Personal development motivation indicates that the non-English major Mongolian students attach English learning to their personal development.However, from the mean of each category of motivation, it can infer that non-English major Mongolian student's intrinsic interest in English language learning is not very high. Even if they are interested in English language learning that is just because they want to appreciate the English songs and movies. Then, their language learning motives mainly generate from the external conditions or requirements. Furthermore, some of non-English major Mongolian students' language learning motive is to master the basis communicative skills in real life. Although they aware that the English is an important means of communication, it is not a urgent to master the language. Based on the research findings, the researcher has provided some useful ways to arouse and sustain the motivation of non-English major Mongolian students.