A Study Of English Learning Motivation For Public Security Majors

This thesis aims to investigate the English learning motivation of public security majors in Jilin Police College, with a focus on how these factors interact to affect their English learning motivation addressed in the study to answer the following research questions:(1) What are the factors in attitudinal, situational and self-related aspects that influence the public security majors? English learning motivation?(2) What are the correlations of the factors in each pair of attitudinal, situational and self-related aspects? And how do these factors influence the public security majors? English learning motivation?(3) How do classroom factors like majors, curriculum design, teaching methods and teaching materials influence the public security majors? English learning motivation?This empirical study is conducted with both quantitative and qualitative methods under the theoretical frameworks of D?rnyei?s(1994, 2005b) L2 Motivational Self System and the Three-level Framework. Quantitative data is collected from a questionnaire sample of 288 public security majors in Jilin Police College which is analyzed through descriptive analysis and correlation analysis by using SPSS 22.0. Qualitative data is gathered from five interviewees and analyzed on the basis of the transcription from the interview recordings.Results show that:(1) There are six factors influence the participants? English learning motivation in attitudinal, situational and self-related aspects, respectively interest in English, language learning experience, milieu, learning environment, intended learning effort and instrumentality-promotion.(2) There are strong correlations of factors in each pair of the aspects influencing the participants? English learning motivation. Public security majors? positive or negative attitudes towards English and English learning will be strongly influenced by the learning environment and milieu. Meanwhile, the factors which are related to public security majors themselves will affect their attitudes towards the interest in English or their learning experiences.(3) Classroom factors like majors, curriculum design, teaching methods and teaching materials are positively or negatively correlated to the factors in three aspects influencing the participants? English learning motivation.The thesis ends with corresponding suggestions, limitations of the present study and suggestions for future study.