A Survey And Study Into English Leanring Motivation In Vocational School

In recent years, with the development of psycholinguistics, generallinguistics and cognitive psychology, researchers’ attention has changed fromteaching to learning. Language learners become the center of languagelearning and teaching. As for language learners, many factors affect theirlanguage learning, like age, gender, personality, intelligence, motivation.Many researchers have focused on the research of language learningmotivation. However, there has not been so much research on the vocationalschool as the research subjects. In this thesis, the author makes the empiricalresearch in order to have a definite and deep insight into the real conditions ofEnglish learning motivation for students in vocational school.English learning has been one of the most important aspects in modernvocational school education. In recent years, vocational education hasdeveloped rapidly in China. The demand of economy and technology requiresthe vocational graduates with higher capacity to understand English, to centeron the core competencies to fit the needs in market, to read the foreigntechnological data freely, to learn the world’s advanced knowledge andtechnology in their own domain, etc. What’s more, vocational educationenrolls students of different background, ages, and a broad range ofeducational goals. All lay emphasis on the necessity of studying their currentconditions of English learning motivation, the most important influentialfactors in language learning.In this thesis, the author focuses her research on Language LearningMotivation. The subjects are150students in the Vocational and TechnicalSchool of Wuhai and the research was conducted in June,2011through aquestionnaire survey. There are50questions concerning students’ learningmotivations. The author analyzes these data to find out what motivations are held by vocational school students.The thesis consists of six chapters. Chapter One introduces two reasonsfor the study and the objective of the study. Chapter Two mainly reviews theexisting research results on Language Learning Motivation of at home andabroad. Chapter Three touches on theoretical framework. It mainly providesthe theoretical background for the study by elaborating the definitions andclassification of Language Learning Motivation. Chapter Four deals withresearch design, which introduces the subjects, instrument, data collection.Chapter Five is analysis procedures, data analysis and findings, giving adetailed description of the research results, in order to find out LanguageLearning Motivation. Chapter Six is the conclusion part, in which the authorgives some implications to vocational school English teachers and students.Meanwhile, the author points out the limitations of the current study and putsforward some suggestions for further research.