An Investigation Into Demotivating Factors In English Learning Of Non-English Majors In Vocational Schools

Motivation is widely viewed as a key factor to the success of second language acquisition or foreign language learning. Motivation is so influential that it has been systematically studied in depth in different countries, and fruitful results have been achieved at home and abroad. In comparison with a large number of theoretical and empirical studies on motivation, relatively a few insightful studies have been implemented on demotivation. Over the past two decades, foreign researchers have conducted a considerable amount of research on demotivation with consideration of its great impact on English learning. It is in recent years that Chinese researchers have turned to research on demotivation. However, few researchers have targeted demotivation among English learners in vocational schools.Accordingly, this study employed the combination of quantitative and qualitative research approaches. A sample of 216 non-English majors from Nanchang Institute of Technology, including freshmen and sophomores, were selected as the participants. By means of questionnaire, the present study tried to address three research questions:(1) What is the overall situation of demotivation in English learning among non-English majors in vocational schools?(2) What are the most significant demotivating factors that discourage vocational school students?(3) Are there differences in demotivating factors between high proficiency(HP) students and low proficiency(LP) students? Eight participants labeled as demotivated learners were chosen to take part in the follow-up semi-structured interviews so as to verify the results of quantitative research, gain in-depth information and find out effective measures to reduce demotivation or even facilitate remotivation.Four statistical procedures of SPSS16.0 were run to analyze the data, including descriptive statistics, exploratory factor analysis, stepwise multiple regression analysis and independent-samples T test. The findings of the present study can be summarized as follows:(1) Demotivation in English learning was indeed a prevailing and serious problem among non-English majors in the vocational school. Eight demotivating factors were extracted from the questionnaire: Lack of Self-confidence, Lack of Interest, Lack of Learning Strategies, Learning Contents and Materials, Lack of Intrinsic Motivation, The Teachers, The Parents and Negative Attitude towards Target Language and Culture;(2) Lack of Interest, Lack of Intrinsic Motivation and Lack of Learning Strategies emerged as the most significant factors triggering vocational school students' demotivation in English learning;(3) LP students were more influenced by Lack of Learning Strategies, which led to their loss of learning motivation. On the other hand, HP students were more inclined to attribute their demotivation to parents-related factors that should bear responsibility for their English learning outcomes.Based on the findings of this study mentioned above, the paper concludes that demotivating factors in vocational schools can be divided into internal factors(learners) and external factors(teachers, learning environment and social environment). Above all, internal factors turn out to be the dominant demotivating factors for vocational school students.