An Empirical Research Into English Learning Motivations And Demotivating Factors Of Undergraduates

Foreign language learning motivation is one of the most important affective factors influencing learning outcome. Researches in this field began in 1950 s. Studies abroad focus on ontology and hot topics of second language motivations, while studies at home got started a little bit later with abundant achievements as well. In particular, from 2004 to 2015, there are six features of those researching papers as follows. The number of papers published increases annually; the researches are conducted from multi-disciplinary perspectives; the methodology is mainly made up of empirical studies, while theoretical studies account for a small part; dynamic studies are following static ones; the samples become larger and more refined; the subjects are foreign language learners of different educational backgrounds and ages. Based on previous literature, some hot topics are covered with the highlight of demotivation closely connected with this research. Study on demotivation in L2 learning began in the science of educational communication in the United States in the early 1990 s. Demotivation research has become a new issue in the field of L2 learning motivation studies. L2 learning demotivation research abroad is characterized by its interdisciplinary science, empirical nature, and diversity of research methodology. It can be seen from the research papers and books available that the research system of L2 learning demotivation abroad has been preliminarily constructed. From the perspectives of contents, academic background, research nature, demotivating factors, and empirical methodology, this thesis provides a general overview of foreign research into L2 learning demotivation of the 21 st century. It is urged that domestic studies on L2 learning motivation should be conducted via empirical methodology to shed light on the prospects for its future development in China.This research is partly an empirical study on the basis of a brief literature review of foreign language learning motivation at home and abroad. The subjects here are 607 undergraduates and the research instruments are revised scales in the form of a questionnaire survey and a follow-up structured interview. The initial step is the pre-test which is made so as to achieve an appropriate reliability and validity of English Learning Motivation Scale of Chinese Undergraduates and English Learning Demotivating Factors Scale of Chinese Undergraduates. Then, empirical studies are implemented. The first study shows three important results. Firstly, the independent t-test result depicts that there is no statistically significant difference in the desire to attain the goal(P=0.089>0.05) between English majors and non-English majors; but there is a statistically significant difference in the goal(P=0.000<0.05), effortful behavior(P=0.038<0.05), and favorable attitudes toward the activity in question(P=0.022<0.05). Secondly, the contrasts are made between every two of low, intermediate, and advanced levels. There is a statistically significant difference between advanced-level English learners and intermediate-level English learners in all four parts of motivation(P=0.000<0.05). The same result applies to the other two contrasts. Last but not least, there is a statistically significant difference between male and female students in the goal(P=0.000<0.05), effortful behavior(P=0.000<0.05), a desire to attain the goal(P=0.000<0.05), and favorable attitudes toward the activity in question(P=0.000<0.05). The second study pursues five research results. Firstly, there are three dimensions of English learning demotivating factors including student-related factors, teacher-related factors, and environment-related factors. Student-related factors exert the most significant influence on students’ demotivation; teacher-related factors have an intermediate effect; and environment-related factors impact the least. Secondly, there are serious demotivating factors. Student-related factors contain three aspects, learning interest, self-determination, and learning strategy. Teacher-related factors embrace four parts, professional attitude, personality and charisma, evaluation manner, and academic qualities. Environment-related factors include university policies and facilities. The above factors have a negative correlation with students’ demotivation. Thirdly, among all the nine demotivating factors, the most demotivating factors are learning interest and self-determination of undergraduates. Fourthly, the independent t-test result depicts that there is a statistically significant difference between English majors and non-English majors in student-related factors(P=0.000<0.05); and there is no statistically significant difference in either teacher-related factors(P=0.097>0.05) or environment-related factors(P=0.059>0.05). However, when it comes to university facilities, there exists a statistically significant difference. Last but not least, there is no statistically significant difference between male and female students in student-related factors(P=0.317 > 0.05), teacher-related factors(P=0.417>0.05), and environment-related factors(P=0.726>0.05), whereas the ideas on university facilities of two genders are totally contradictory.The research results exert positive influence on and shed light on English learning and teaching. Initially, it is highly urged that students should set appropriate goals, make adequate endeavors, and constantly raise the desire to fulfill their goals. Secondly, English teachers should take into consideration students’ majors, English proficiency, gender and some other individual differences, educating according to different students. Thirdly, undergraduates should maintain their interests in English and sharpen their perseverance. Furthermore, students should read high-quality materials and utilize excellent foreign language learning strategies. Lastly, college English teachers should better their vocational attitude, enhance charisma, improve academic qualities, and adopt strict and kind criticizing ways. Universities should also improve language teaching facilities, make student-centered policies, and minimize the negative influence of language demotivating factors, making students remotivated and consolidating emotional basis caused by English teaching.There are some innovations here. One hot research topic of English learning motivation, demotivating factor, has been discussed. Besides, two empirical studies are conducted. Therefore, the theoretical and practical innovations have been pursued in terms of theory, research methods and perspectives.From the theoretical aspect, two scales with appropriate reliability and validity have been tested. Next, psychological and educational motivation theories have been integrated so as to better paraphrase the theoretical framework of language learning motivation.And from its practical respect, based on two previous empirical studies, the mathematical and statistical methods are used to collect, categorize, analyze and discuss the data, providing important, real and thought-evoking implications for English learning and teaching.