Research On National Non-english Major College Students Of Learning Motivation

Learning motivation is the most active internal factor which affects English learning and plays an important role in English teaching. It is necessary to study English learning motivation to guarantee high teaching efficiency of public English in colleges for nationalities. To help teachers know problems in English teaching better, this research uses literature research method,questionnaire method, Statistical analysis method to study English learning motivation of non-English major students in colleges for nationalities, which takes the students of Central University for Nationality, South-central University for Nationality, Sichuan University for Nationality and Guangxi University for Nationality as samples. Based on Dornyei's three-level framework, the questionnaire of this research which is created by the author of this paper designs five dimensions, namely instrumental factor, integrative factor, achievement need factor, self-believe factor and learning situation factor. The paper analyses differences among five kinds of motivation in sex, character, grade, major, nationality, where the students come from and what English is the second language or the third language.This paper comes to the following conclusion. First, the level of five motivational factors affecting English learning is low. According to their comprehensive mean, these five motivational factors could be ranked in the descending order as learning situation factor (Mean=3.56), instrumental factor (Mean=3.21), self-believe factor(Mean=3.12), achievement need factor(Mean=3.02) and integrative factor(Mean=2.92) . Second, differences and imbalance among five motivational factors were presented accordingly on sex, character, nationality, where the students come from and what English is the second language or the third language. That is, firstly, the girl get higher score than the boy in integrative factor(P<0.001), achievement need factor (P<0.01)and self-believe factor(P<0.01); secondly, the introvert's score are better than the extrovert in integrative factor(P<0.05); thirdly, in integrative factor, the students coming from city get highest score ,which the second one is the students coming from town and the last one is the students coming from village(P<0.001); fourthly, the students whose English is the third language are influenced more than one whose English is the second language by integrative factor(P<0.05); lastly, minorities take more points than the Han nationality in achievement need factor and learning situation factor(P<0.05).According to the conclusion presented above, this paper comes up with strategies and suggestions from the perspectives of language level, learner level and learning situation level to stimulate English learning motivation of students and help teachers to improve teaching efficiency.