Factors Influencing English Learner's Motivation

The thesis aims at discovering which factors influence English learner motivation, and how each factor does influence on motivation, and the relation of the above factors. On the basis of the definitions of motivation given by others, a working definition of motivation for this thesis has been worked out: it refers to internal processes which spur an English learner to satisfy his needs esp, to accomplish his English learning aims, and internal processes involve being interested in English learning and having strong drive or determination to sustain his efforts in order to achieve his aims.Then it briefly introduces four major motivation theories: drive and need theories, achievement theory, cognitive theories and attribution theory. Drive and need theories claim that the drive is seen as the source of motivation resulting from imbalance of physio-chemistry in the tissues (food, water, oxygen, temperature of the body), human motives to engage in a particular activity are based on underlying needs. Achievement theory implies that people differ quite markedly in their need to achieve or to be successful; there exist three components in achievement motivation: cognitive drive, self-enhancement, and a broader motive of affiliation. Cognitive theories imply that the intervention of human thinking has a substantial influence on the motivation; a person's awareness of what is happening to him has an important effect on future behaviors in similar situations. Attribution theory suggests that students tend to attribute their success or failure to either internal or external causes; the crux of attribution theory is the causal perception, to what causes an individual attributes his or her success or failure, and the influence this causal perception has on perceptions of future performance.It is possible to conclude two common elements from the four theories: one is that they indicate how a person is motivated to action. The other is that they areall concerned with what elements or states may motivate a person to take action to achieve his aims. But motivation theories failed to describe what factors influence motivation of a language learner systematically and comprehensively. And as we know, many famous researchers such as Gui Shichun (桂诗春, 1986), Zhen Lihua (郑立华, 1987) and Domyei (1994a) have done researches into motivational components, but their subjects come from famous key universities or foreign language colleges. If the subjects come from a developing college in remote areas, then what factors would influence their motivation of English learning. With the purpose of identifying what are the main factors influencing English learner motivation, the author has conducted a survey among two classes of 104 sophomores in Fuyang Teacher's College in the form of questionnaire on May 29, 2002. Besides, in the process of checking weekly diaries written by 172 freshmen, the author noticed several affective factors students are much concerned with. Consequently, with the support of data gathered from survey and diary, the author explores how five main factors influence English learner motivation in detail: English learner's attitudes, goals of learning English, self-concept, relation with peers, and English teacher's teaching methods. On the basis of analysis, four potent tactics to enhance motivation are proposed with the intention of improving English teaching and learning proficiency in similar colleges as Fuyang Teacher's College: helping students develop good study habits, helping students set up long-term goals and short-term goals of leaning English, helping students to be self-confident and form a good self-concept, improving English teacher's teaching methods and English proficiency.