The Investigation And Research Of Non-English Majors' Motivation On Learning English In Normal University (Learners' English Learning Motivation And Autonomy)

In the field of main stream of general psychology, theories and researches on motivation are wide and deep and with the research going on, more and more new findings are added, this largely extends motivation psychology. Researches on the L2/FL have been going on and on in different countries around the world since the famous motivation research to learn a second language, which was first made the distinction between integrative motivation and instrumental motivation by Gardner & Lambert in 1959, was carried out. The 1990's brought a marked shift in the field of the L2/FL research. Educators and researchers have made new and wide studies from different part in the world, different nations, from different sides and this has entirely broaden the theories on the L2/FL motivation and made the theories improved and strict.According to Deci and Ryan, who first introduced the intrinsic versus extrinsic motivation and self-determination theory, learning motivation is innate human need, which is not stable. It can be categorized different levels and can be enhanced from the lower to the higher levels, if some motivating approaches are used in the teaching process. Motivation on learning English is classified into three types: intrinsic motivation, extrinsic motivation and amotivation. From amotivation to intrinsic motivation, they are not categorically different, but rather lie along a continuum of self-determination.The current thesis, based on the intrinsic and extrinsic motivation and self-determination theory, investigated the third-year students from Chinese Language and Literature College and Educational College in North-west Normal University by using a questionnaire. The aim of 昪urrent thesis is: After analyzing the quantitative data which were run on the computer using SPSS for Windows (Version 10.0), the English learning motivation characteristics of non-English major undergraduates of arts in normal university and the relationship between learners' autonomy and motivation are concluded. The characteristics of non-English major undergraduates of arts in normal university is: 21.15% of the students belongs to IM, 28.24% of the students belongs to Both IM & EM, 24.07% of the students belongs to EM and 24.54% of the students belongs to AM. The learning achievement of non-English major undergraduates of arts in normal university is positively correlated with their different levels of motivation in whichautonomy is a decisive factor. Autonomy has positive correlation with motivation levels and learning achievement. Different level of motivation has positive correlation with learning achievement. That is to say, the higher their autonomy is, the higher their motivation level is, and the higher their learning achievement is. According to this conclusion, the current thesis presents some suggestions to the teachers on how to enhance and strengthen their students' English learning autonomy and motivation in the teaching process so as to make the students obtain higher level of learning achievement.There are five parts in the current thesis. In the first part, a general introduction on researching L2/FL learning motivation and its importance were given. The aim and significance of present research is also introduced in this part. In the second part, the related studies and researches on motivation abroad and in China, the differences of the current research with others' are stated. In the third part, intrinsic and extrinsic motivation and self-determination theory and learner's autonomy theory are discussed in details. The fourth part includes the instruments used in the investigation, the procedures of the investigation and its analyses and research. The fifth part includes the conclusion and implications of the present study and pedagogical implications we could get from the study. The shortcomings of the present study are also mentioned in this part.