| As the negative side of motivation,demotivation is extremely detrimental to second language learning.As early as the 1990 s,the issue has attracted great attention of L2 researchers.However,up to now,most of demotivation studies are still confined to investigating the major factors leading to demotivation from a traditional linear and synchronic perspective.Neither can such research perspective reveal individual differences in demotivation,nor can it predict the diachronic characteristics of demotivation.The study adopts quantitative and qualitative methods to explore the characteristics of changes in English learning demotivation of 106 freshmen from a University in Tianjin.Research instruments mainly include questionnaire,motivation intensity trajectory chart and interview outline.The research results show that:(1)English learning demotivation is not a static phenomenon but a dynamic process that each learner inevitably experiences;(2)There exist significant individual differences in English learning demotivation,which mainly show in three aspects: initial motivation,demotivation degree and demotivational trajectory;(3)Demotivation Degree in non-English major group is significantly higher than that in English major group;(4)English learning demotivation is the result of the interaction among various attractors.These attractors mainly include examinations,learning atmosphere,the failed experience of English learning,teaching materials,teachers,lack of interest and lack of intrinsic motivation.Among these attractors,examinations,learning atmosphere and the failed experience of English learning are the dominant factors leading to participants’ English learning demotivation.The research results have important implications for demotivation research and college English teaching and learning.L2 learning demotivation should be researched from a dynamic,interconnected and diachronic perspective.In order to minimize and avoid the negative effect of demotivation on English learning,college students should cultivate their interests in English and intrinsic motivation to learn English.English teachers should pay close attention to and respect students’ individual differences,and teach students in accordance with their aptitude. |
