A Study Of English Learning Motivation Of Mongolian College Students

Learning motivation is one of the main variables of restricting students’ foreign language learning achievement. It also plays a vital role in college English teaching in Mongolian Students. In order to obtain a satisfactory teaching effect, it is necessary to strengthen the study of their learning motivation. Over the years, a lot of work in this field has been done both abroad and at home by many researchers and educators. However, there are few studies on Mongolian college students’ English learning motivation. Therefore, it is necessary to further research on English learning motivation of Mongolian college students so as to give English teachers pedagogical implications on how to motivate their students and facilitate their teaching.The study based on the Classical and Extended Model theory and takes 130 non-English major Mongolian college students from Hohhot College for Nationalities to investigate their English learning motivation. The questionnaire was designed on the basis of GaoYihong’s questionnaire(2003). Of course, some of the modification has been made to better suit the specific subjects and the purpose of present study. The study intends to answer the following questions concerning motivation: 1.What types of motivation do non-English major Mongolian college students possess in their English learning? 2. Is there any difference between students of different major and gender their motivation types and motivation intensity? 3. How about their motivational intensity? 4. How could we stimulate Mongolian college students’ English learning motivation and help teachers to improve teaching efficiency?The statistical analysis is conducted by SPSS 19.0, which includes: Firstly, descriptive statistical analysis, including means and standard deviation, is employed to reveal the distribution of types of motivation among Mongolian college students. Secondly, Independent-samples t-test is computed to identify if there are any significant differences among different major students in types of motivation. Thirdly, Independent-samples t-testis also conducted to find out the possible significant differences between male and female students in terms of motivation.1. There are three kinds of motivation types. They are cultural motivation; instrumental motivation and situational motivation. Among them, instrumental motivation ranked first, while situational motivation was the lowest.2. Significant difference was found between students’ gender and their English learning motivation. There were also significant differences between male and female learners’ motivational intensity. No significant difference was found between students’ major and their motivation types. The overall motivation of students majoring in arts was stronger than that of students majoring in science.3. The overall motivation of Mongolian college students was medium and students showed relatively low motivational intensity.4. Social needs, learning environment and students’ interest and attitude of students were found the main factors influencing students’ motivation. Nearly a year of college study, more than half of students became demotivated due to many factors. According to the results of this study, some countermeasures and suggestions for cultivating English learning motivation of Mongolian college Students were put forward.