A Study On The Influence Of Gender Roles On The Motivation For English Learning

Motivation has been viewed as one of the key factors that influence the success of second/foreign language learning.A number of researches have been carried out regarding L2 motivation during the past several decades.Nevertheless,there have been relatively few researches conducted to explore the influence gender role exerts on L2 motivation.In order to have an understanding of whether difference exists in motivation types and motivation intensity among gender role identities,and find out the influence traits of gender role identity and motivation exert on achievement,the author has adopted two questionnaires to investigate 200 sophomores from Liaoning Technical University. With the help of SPSS 12.0,Homogeneity of Variances and Multiple Comparison Test adopted to examine whether variances are homogeneous and distribution of original data is normal.One-Way ANOVA is employed to contrast the difference in five motivation types and motivation intensity among four gender role identities. Qualitative method is used to examine the influence the difference exerts on achievement.The major findings include the following three aspects:1) 200 participants are divided into four gender role identities;2) students in four gender role identities show differences in internal interest,social responsibility,personal development and going abroad;3) androgynous students demonstrate the strongest motivation intensity in four gender role identities.The conclusion of the present study involves two aspects:1) gender role identities are arranged in order of decreased progressive achievement:A,F,Un,M;2) A are both integratively and instrumentally motivated and also make greater effort to English learning.They acquire the best achievement.