A Study Of Demotivation In English Learning And Its Inflaential Factors

Motivation, as one of the most influential factors that determine the success of second language acquisition, has long been a prominent topic in the field. However, regarding the positive and negative forces exerting influence on students’learning behaviors, there is no denial that negative forces impede learners’motivation and lead to demotivation. While the impact of demotivation on the students can be remarkable, many Chinese EFL students are demotivated to different degrees in learning the English language. Given this, it is worthwhile and meaningful to investigate the demotivation in English learning among Chinese students and the possible influential factors, so as to find solutions to reduce the negative effects of demotivation.This study, therefore is focused on the phenomenon of demotivation of non-English major students and the factors that lead to demotivation in their English learning. To find out the extents that Chinese non-English major students are demotivated in English learning as reflected in motivation intensity, and the perceived demotivating factors and the most influential factors from their point of view,219students were required to answer a questionnaire about motivation intensity and a questionnaire on demotivation, and20volunteers took part in the interview. Data collected were treated with SPSS17.0. Results of the study show that students’ English learning motivation, especially intrinsic motivation, declined significantly after a year in university. The demotivating factors perceived by the subjects were loss of intrinsic motivation, classroom teaching conditions, learning materials, test scores and the teachers. Different from many other researchers’ studies, the present study found that the loss of internal learning forces rather than the teachers’ influence was the most demotivating factor in students’ English learning.The study concludes that Chinese non-English major students’ demotivation in English learning are mainly reflected in the sharp decline of intrinsic motivation and that the loss of internal learning forces is the most demotivating factor. By implications, strengthening students’intrinsic motivation is firstly proposed. Besides, enhancing teachers’ positive influence and improving the English language learning environment are also raised to help preventing or minimizing the harmful effects that demotivation might have on English learning. It is hoped that the findings of the study can help to expand the horizon of our learner knowledge, and offer some suggestive solutions to the phenomenon of demotivation in English learning. Limitations of the study and some tentative suggestions for future studies are finally provided.