Investigation On Current Tibetan College Students’ English Learning Motivation In Tibet And Its Countermeasures Research

As a global language, English is becoming more and more important. As Tibetan college students, they should not only master Tibetan and Chinese, but also master English. English education is relatively backward in Tibet for various factors. Among various factors that influence English learning, the most important factor is the motivation of English learning.English learning motivation refers to learners’ desire and motivation, and keeping lasting power is an important prerequisite to learn English. There are fewer studies on Tibetan college students’ English learning motivation at present, or the related research is not deep enough. The purpose of this study is to obtain basic data of Tibetan college students’ English learning motivation. Based on the comprehensive understanding of the current situation, the corresponding countermeasures and suggestions are put forward.This study adopts questionnaire investigation and interviewing. Based on Gao Yihong’s "motivation type questionnaire of college students ",I designed a questionnaire "Tibetan college students’ English learning motivation questionnaire in Tibet " to investigate. For the interview, it is mainly based on "Tibetan college students’ English learning motivation interview outline" which includes 17 problems. These problems which closely involve various aspects of English learning motivation are carefully designed in interview outline.With the help of SPSS statistical software, combined with a large number of in-depth interviews, we finally draw the following main conclusions:(1) Tibetan college students’ English entrance foundations are generally poor, and their overall English learning motivation intensity is not high.(2) Tibetan students’ intrinsic motivations to learn English are generally not high, the intensity of motivation for learning English is mainly from extrinsic motivation.(3) English foundation is the biggest factor to influence Tibetan college students’ English learning.(4) Family education background is the second biggest factor.(5) English major students’ motivations of learning English are much higher than other students, and Tibetan science students’ intrinsic interests are seriously insufficient.(6) Tibetan students from Lhasa area have higher motivations than students from other regions.(7) Undergraduates have higher motivations than junior college students in learning situation and personal development.(8) Female students have higher motivations than male students in intrinsic interest and personal development.(9) As for English learning motivation, there is no significant difference between the students of grade 1 and the students of grade 2.These results have important significances. On this basis, we put forward the countermeasures and suggestions, and hope to play a positive role in guiding Tibetan college students’ English teaching.