A Study Of The Relation Between Students' English Learning Motivation And Achievements In Vocational Technical College

Through all my years of classroom teaching,test evaluation and communication with students,the author finds the reason that students are difficult to get better achievements in English is because of lack of motivations.This study is aimed at finding out the relation between Vocational Technical College students' English learning motivation and their achievements,and eventually,improving their learning habits,strengthening their capability.Based on Dornyei's SLA scale,the study investigates 350 students from 9 different majors in Vocational Technical College.The purpose of the research is to test the difference of learning motivation,firstly,between male and female students;secondly,among the students from different places;thirdly,among different level students;and at last,to analyze the co-relation between students' learning motivations and English scores.With the help of SPSS 21.0 and data analyzing,the results show that:1)Based on t-test,the P-value of instrumental/integrative motivation and intrinsic motivation between students of different gender are 0.006 and 0.021,which are both lower than 0.05,but the P of extrinsic motivation is higher than 0.05.Combine with further data,it shows that there are remarkable differences between male and female students' instrumental/integrative motivation and intrinsic motivation,and female students' are much higher than male students'.2)Based on one-way analysis of variance,the P of different birthplace students' extrinsic and instrumental/integrative motivations are both higher than 0.05,but the P of their intrinsic motivation is 0.035,which is lower than 0.05,that means students from different places have remarkable differences in their intrinsic motivations.In general,through the data analysis we couldn't find quite close relations among students' birthplaces and their motivations.3)Based on analysis of variance,the P of different level students' learning motivations are 0.010,0.001 and 0.000,all of which are lower than 0.05,thus there are remarkable differences.Through further data analysis,it reveals that high-level students own highest motivation,and then mid-level students' come to the next,low-level students have the lowest motivation.On the other hand,through analyzing the differences among three motivation types in all level students,the P of low-level students and mid-level students is 0.000,lower than 0.05,but compared with high-level students',P is 0.080,which is higher than 0.05.So both low-level and high-level students have obvious differences among three motivation types,but not quite obvious in high-level students' motivations.Moreover,all of them show a higher intensity of intrinsic motivation than extrinsic motivation.Lastly,based on Spearman's correlation analysis,the correlation co-efficiency between students' English achievements and three motivation types are respectively 0.17,0.21 and 0.311,all of them are positive numbers,thus there is a positive correlation between their English achievements and learning motivations.So the higher motivations they have,the better achievements they're about to get,moreover,their intrinsic motivation has the most outstanding influences on their achievements.This research has gained some positive inspirations for future teaching methods: the first is to raise Vocational Technical College students' intrinsic motivation as much as possible,and then to arouse their interests,to cultivate a favorable learning environment through lively activities,and at last,to stimulate students' English learning enthusiasm and confidence in their daily study.