An Comparative Study On English Learning Motivation In Arts Undergraduates And Science Undergraduates

Based on Dornyei's L2 Motivational Self System(L2MSS)theory,this thesis mainly discusses the differences in English learning motivation between liberal arts and science undergraduates,the main factors which affect English learning motivation for liberal arts and science undergraduates and the relationship between their future self-guides and their motivated behavior in English learning.This study follows a quantitative method,complemented by a qualitative method.A questionnaire was used to collect the relevant data.It was a modified version of Dornyei's and Lamb's L2 motivation-related questionnaires.The data collected from the questionnaire were analyzed using Excel and SPSS 16.0.Additionally,a follow-up interview was conducted involving six students,and the results of the interview were used to complement the quantitative analysis.The findings are as follows:1)Both liberal arts and science undergraduates are influenced by teachers,and they have stronger interests in English,and in foreign culture and affairs.Meanwhile,liberal arts undergraduates invest more in English learning and they tend to believe that they learn English in order to meet others' expectations(e.g.,teachers,parents)and avoid some negative outcomes(e.g.,failing in exam).In addition,compared with science undergraduates,liberal arts undergraduates have more positive and better experience in learning English.However,the sense of anxiety from liberal arts undergraduates is stronger than that from science undergraduates.2)The positive English learning experience and the interest in foreign culture and affairs contribute most to motivated learning behavior of liberal arts undergraduates;for science undergraduates,the sense of obligation(i.e.,learning English to avoid disappointing others),avoiding some negative outcomes,and positive learning experience out of school contribute most to their motivated learning behavior.3)There exist positive correlations between future self-guides(Ideal L2 self and Ought-to L2 self)and motivated learning behavior.The correlation between liberal arts students' ideal L2 self and their motivated learning behavior is stronger than that of science students,while the correlation between liberal arts students' ought-to L2 self and their motivated learning behavior is weaker than that of liberal arts students.The implications of these results for future research on L2 motivation were also discussed and the ways to improve English learning motivation for liberal arts and science undergraduates are also suggested.