| Learing motivation has always been considered as one of the most decisive elements that influence foreign language learning,and determine learner's achievents directly.However,in recent years,learners' motivations on learning English are not strong,esp.in higher vocational college English classroom,which causes learners' loss of learning interest and teaches' difficulty in teaching.So it can be know the result of English teaching is not satisfactory.Therefore,more and more scholars begin to focus on the research of demotivation,such as types of demotivation,the specific causes of demotivation and so on.The present research is based on D? rnyei's Three-Level Model Theory.Questionnaires are conducted to 300 non-English majors in higher vocational college to investigate the phenomenon of demotivation.This research aims to identify the concrete manifestation of demotivation of 3 questions:(1)It tries to explore the differences of demotivation in different English achievement groups and the correlation between achievements and demotivation;(2)What's the difference of demotivation between learners coming from different places and their correlation;(3)the difference of demotivation between learners with different employment intention and their correlation.Then the collected data is analyzed by SPSS 22.0.The results show as follows:First,the survey finds that the most of demotivation of learning Engliash of non-English majors that they lost in higher vocational colleges is the learner level,followed by the learning situation level and the language level.The means are 2.8583,2.4538 and 2.4158.At the same time,by analyzing the correlation of the factors of demotivation,it shows that the degree of demotivation is positively correlated with these three dimensions(the R of language level,learner and learning situation are 0.538,0.549 and 0.428,respectively,and the sig.is 0.000).Second,demotivation is related to English achievements: there is a significant negativecorrelation between the language level and English achievements(R =-0.223,sig.=0.000);There is a significant negative correlation demotivation between the learner level and English achievements(R =-0.198,sig.= 0.001).There was no significant correlation between learning situation level and English achievements(R =-0.096,sig.= 0.098,> 0.05).Third,in terms of demotivation,there is no significant differences and correlation.among students from different source areas,there is no significant difference among language level,learner level and learning situation(sig.is 0.194,0.057 and 0.731 respectively,each is more than 0.05).Fourth,the research also shows there is significant differences and correlation in demotivation among students with different employment intention,(sig.is 0.048,0.039,0.015 respectively,less than 0.05).Employment intention has a significant influence on demotivation: there is a significant positive correlation between language level and employment intention(R = 0.116,sig.=0.044);There is a significant positive correlation between learner level and employment intention(R = 0.115,sig.=0.047).There is a significant negative correlation between learner situational level and employment intention(R =-0.170,sig.= 0.003).This study also finds that the earner level and language level is closely related to the regression model,revels that students' demotivation level = 0.639 + 0.293 * language level +0.413 * learner level,which means the loss of each unit at the learner level will cause 0.293units' increase at the language level.Lastly,based on the results of the present study,some implications are put forward from language level,learner level and learning situation level,hoping to help students prevent demotivation and promote their English proficiency. |
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