Empirical Study Of English Majors' Learning Motivation In Higher Vocational Schools

In the domain of education where more and more emphases are put on how to teach students to learn to study today, individual differences attract more attention increasingly. Moreover, learning motivation is the most important and dynamic among individual differences. As a teacher, if he couldn't have an all-round knowledge of learning motivation, he wouldn't organize teaching and promote students to learn effectively.This study is an empirical one whose subjects are 120 English majors from Fuxin Higher Vocational School. Questionnaire and interview are its two instruments. In the study, motivation types of English majors are investigated. Students'learning state is examined. The differences in motivation types, motivation intensity, achievement motivation and achievement attribution between low and high groups are explored. Finally, interview is conducted so as to add some insights into learning motivation.The results of the study are summarized as follows:There are four types of motivation for English majors when they learn English. They are respectively compelling motivation, intrinsic interest motivation, instrument motivation and integrative motivation. Among these four types, intrinsic interest motivation and instrument motivation have stronger effect on students than compelling motivation and integrative motivation.Students'learning state is not good. Most students don't have positive attitude about learning. Their self-awareness is not high. Class, equipment and parents have comparatively great effect on students.Learning motivation is affected by English proficiency. High and low groups find almost the same expression in compelling motivation and integrative motivation. On the other hand, there exist big differences in interest motivation and instrument motivation. Interest motivation for high group is stronger than for low group while instrument motivation for low group is stronger than for high group.Motivation intensity and achievement motivation are also affected by English proficiency. Motivation intensity of high group is stronger than that of low group. High group is affected by internal factors greatly while low group is affected by external factors greatly. The two groups have some problems with achievement attribution. Finally, some suggestions about how to stimulate students'motivation are put forward in the study.