On Instrumental Motivation Of English Learners In Vocational Technical Academies

Motivation is responsible for achievement in second language acquisition or foreign language learning. Many researchers of language learning have paid much attention to the study of the role of motivation in language learning. Gardner and Lambert's socio-educational model of second language acquisition with its Attitude/ Motivation Test Battery (AMTB) is one of the most famous models. According to this model, motivation can be divided into two types. One is integrative motivation; the other is instrumental motivation. Instrumental motivation is viewed as being of more importance in a foreign language learning environment which is far away from the target language. That's to say, there is even more direct linear relationship between instrumental motivation and achievement in foreign language learning. In the process of language learning, only the combination of the three parts of motivation such as the effort that the learner put into learning, his or her desire to learn the language and his or her positive attitudes toward the language learning can lead to success, the lack of any of them would lead to failure of the language. The three components of motivation can be measured by the Attitude/ Motivation Test Battery, which was designed in accordance with Gardner and Lambert's socio-educational model.The results of research about English learning motivation in our country show that 80% of the students have instrumental motivation in English learning. But the subjects only include the undergraduates in colleges or universities. The students in vocational technical academies are put outside the scope of the subjects.Basing my work on the socio-educational model of second language acquisition conducted by Gardner and Lambert and the findings of our researchers about English learning motivation in our country, the author postulate that the great majority of the students in vocational technicalacademies have instrumental motivation in learning English as a foreign language, and their unique instrumental motivations are different from those of the undergraduates in colleges and universities. Only a full understanding of the merits of the students' motivation can lead to a better teaching effect.A modified English learning motivation questionnaire for motivation types, motivation intensity, desire to learn English and attitudes toward learning English is designed according to the Attitude/ Motivation Test Battery. Research methods such as scaling, open- ended questionnaire and group talks are used to prove the above mentioned hypothesis and help to get what kind of motivation the students in vocational technical academies have and how they influence the effects of the students' English learning. The related data shows that the hypothesis is true. The students in vocational technical academies have instrumental motivation in English learning, the main purposes of which are to pass the required English band examination for graduation and then to find a good job in the future. Successful learners and unsuccessful learners have no difference in motivation types. That unsuccessful learners got low scores in English learning results from the combination of motivation intensity, attitudes toward learning English and desire to learn English, not only from one of them. Statistical data also reveals that the students didn't put too much effort in English learning, which leads to the unpleased achievement in English learning.Having got the characteristics of the instrumental motivation of the Students in vocational technical academies, the author purposely adopted suitable teaching strategies and measures to motivate the students' English learning motivation. A variety of strategies such as helping the students establish appropriate goals for English learning, improving teaching materials and methods, and helping the students attribute correctly etc. are used in their English teaching.