A Case Study On The Correlation Between Reading Motivation And Achievement Of Non-English Majors Under Grading System

College English is one of the most extensive fundamental curriculums, among which reading is a significant and fruitful approach to the English learning. Moreover, reading plays a so important role in CET-4 and CET-6 tests that it accounts for almost forty-five percent of the whole test. With the expansion of universities, the gap between English levels of college students is enlarged, which brings a great challenge to college English teaching. In response. English grading education system has adopted by many universities. Years of research indicate that motivation is a key element influencing language learning. Therefore, the study of correlation between English learners’motivation in English reading and reading achievements is of great importance.This study takes 128 non-English majors in Liaoning Technical University as subjects and adopts English reading motivation questionnaire, two reading comprehension tests, classroom observations as well as several interviews to investigate students’ reading motivation and its relationship with reading achievement under grading system. Then all the data are subjected to statistical analysis with the system of Statistical Package for Social Science (SPSS), which includes mean score, mode, correlation.The major findings of the study are summed up as follows:1.Students who are not good at English have a stronger instrumental motivation in reading than those good at English, while students good at English have stronger integrative motivation than those whose English are poor and need more improvement.2.After a survey based on the attribution theory of Weiner, it is found that the factors that influence students’reading achievement the most are effort, the interest in the information of reading material and teacher’s instruction, respectively.3. There are correlations between motivation, motivation intensity, effort and reading proficiency for English learners. Most of these correlations are positive apart from instrumental motivation. The stronger the instrumental motivation they have, the worse influence it has on reading performance.Based on the above investigation, a series of suggestions concerning how to inspire reading motivation so as to improve reading proficiency are put forward. Although with much limitation, it is the sincere hope of the author that this study could contribute to the new progress in the study of motivation in English reading and benefit those who have been striving to improve their reading proficiency.