A Study On The Relevance Of English Learning Motivation And Learning Effect Of Higher Vocational College Students

English Teaching Requirements of Higher Vocational Education mentions:to cultivate students' practical English ability as the teaching goal,focus on cultivating communicative language ability in workplace,thus improve students' ability to communicate in English step by step.However,due to various reasons,it's not easy for vocational college students to meet the above mentioned requirements.How to improve students' English Learning effect and efficiency? How to improve their practical English ability effectively? Most experts and teachers have put forward their own perspectives and researches on a series of teaching modes and methods,they point out that learning motivation is the important factor which influences higher vocational college students' English learning effect.Nevertheless,from document literature the author found the lack of study between learning motivation and effect of non-English major students of higher vocational colleges,especially empirical analysis cases.Therefore,in order to improve higher vocational college students' English learning effect,it is necessary to carry out the research on their English learning motivation and learning effect.This study adopts the method of literature analysis,questionnaire and in-depth interviews,takes Fuzhou Liming Vocational and Technical College as an example.This article makes a detailed investigation,aims to explore the following issues:(1)What's the overall level of English learning motivation of non-English Majors in vocational colleges?(2)How many types of English learning motivations of higher vocational college students? What are the interrelations?(3)Whether there is correlation between English learning motivation and English learning achievement? And analyze mainly from the aspects of motivation types,motivational intensity and learning attributions,test scores etc.,explore English learning motivation types of higher vocational college students,analyze the relationship between English learning motivation and learning effect,and investigate the effective teaching.The research results show that:(1)there are three different types learning motivations of those students,compared with tool motivation and pressure motivation,the hobby motivation is weaker.(2)the learning motivation of students is not high,due to lower self-recognition attribution;(3)the attribution of learning results and learning motivation are closely linked,the correlation between self-recognition attribution and hobbies learning motivation is especially high.According to the above research results,the author propose to cultivate students' learning interest of non-English Majors in higher vocational colleges,stimulate intrinsic motivation,and guide the students to make self-recognition attribution on the basis of learning effect.