Subjective Needs, Attitudes And Motivation In Business English Learning: An Empirical Study

Much research in GEFL or GESL settings centered on the correlations between individual difference measures such as self-confidence, expectancy, language attitudes, motivation and measures of language achievements and testified the influences of these individual differences on achievements, which consequently helped to create a number of models and theories. However, there is little consideration given to examine the relations in the setting of ESP, BE to be more specific. The major purposes of this study are to determine the generalization of the prevailing motivational theories to other group of learners by examining another sample of language learners, notably Business English majors learning Business English and to explore the correlations of BEMS' subjective needs, attitudinal variables, motivational variables and BE achievements. Based on the previous theories, the present study advances four hypotheses. A survey questionnaire is developed and completed by 113 BEMS from Business English Department in Hunan University. Structured interview are also adopted as a supplementary data-collection methods. Variables examined include self-confidence, expectancy, types of attitudes and motivation. Correlations analysis and descriptive analysis are employed to testify the generalization of the GEFL/ GESL motivational theories in BE setting, to explore the required correlations and to bring forward a clear picture of BEMS' specific subjective needs.Major findings and contributions are: first, the main relevant researches and findings from 1990s to 2003 at home and abroad are systematically concluded and presented (see Appendix Bl, B2) to provide a clear picture about the development of and research on language learning motivation theories. Second, in the BEL context, BEMS' self-confidence intensity, expectancy intensity and attitudes towards the learning situations are positively correlated with BE achievements just as testified in the settings of GEFL or GESL. Third, in the BEL context, most learners seem to be vocationally motivated. Higher extrinsic motivations, vocational motivations are also significantly correlated with higher BE achievements. Fourth, BEMS tend to show preferences and enthusiasm to listening and speaking, interpretation or any other more communicative specific skills, which is determined by the vocational orientation of BEL. Finally, most BEMS have developed an awareness of cross-culture differences inBEL process yet lacking in sufficient understandings.The investigation is significant in two aspects. Theoretically, the present research is an empirical study on motivational theories by examining a sample of Business English Majors, therefore the findings in the present study are complements and extensions of motivational theories in the field of EFL. Practically, it provides researchers or readers a distinct developmental picture about recent language learning motivational theories at home and abroad, provides the teachers with a set of clear objectives related specially to BEMS' subjective needs that should be considered when designing courses or activities, gives a clear indication as to what language skills and specific professional communicative skills are generally required or wanted by BEMS, and suggests optimal approaches to establish understandings to cross-cultural differences.Based on this research, I hope BEMS subjective needs, attitudes and motivations can be highlighted in BE teaching process to approach a higher BE achievements.