A Correlational Study On College EFL Learners' English Learning Motivation And Spoken English Proficiency

Chinese college students'low spoken English proficiency has become a major problem puzzling many English teachers and researchers. This thesis analyzes the reasons from the respect of college students'English learning motivation.This thesis is a quantitative study on the correlation between college EFL learners'English learning motivation and their spoken English proficiency. A questionnaire is used to investigate the motivation types and intensity of 32 subjects. SPSS is employed to analyze the data collected. Descriptive statistics is used to measure the students'motivation types and intensity. Pearson correlation is analyzed to see how strong the correlation between spoken English proficiency and motivation, including types and intensity is.The result shows that: (1) in motivation types, college students have stronger instrumental motivation than cultural motivation and learning setting motivation; (2) the correlation between cultural motivation and spoken English proficiency is significant; and (3) students'personal information has a significant influence on their motivation type and intensity.The study throws new light on the characteristics of college students'English learning motivation, and the correlation between English learning motivation and spoken English proficiency. Implications about how to facilitate spoken English learning and teaching in terms of English learning motivation can be inferred. The results display that students attach great importance to the quality of the class. High-quality class can arouse students'cultural motivation, mainly including intrinsic interest, and foster students'spoken English learning interest, so attractive and interesting classes are highly expected.