Dynamic Investigation On English Learning Motivation Of Preliminary Level Tibetan Students In Tibet University

English,as a cosmopolitical language tool,it is more and more important.For Tibetan college students,they should not only master Tibetan and Chinese,but also the third language—English.Affected by various factors,the English education in Tibet is relatively backward.Yet in Tibet,English education is relatively backward.Among all kinds of factors affecting students’ English learning,one of the most important is English learning motivation.Motivation of English learning refers to the learners’ desire to learn English,and maintaining lasting motivation is an important prerequisite for learning English well.At present,although the number of researches on Tibetan college students’ English learning motivation is relatively large,the relevant literature mostly adopts the synchronic research method,and the research results are not in-depth enough.Based on the classical model of Gardner and Lambert’s motivation theory and other researchers’ extended model,this paper takes the students of Class 8,Grade 2019 in Tibet University as the research object,and mainly adopts the research methods of questionnaire survey and semi-structured interview.On the basis of Gao Yihong’s English learning motivation questionnaire,a questionnaire on English learning motivation of preliminary level Tibetan students is designed.In order to find out the changes of the subjects’ English learning motivation types in four semesters,the questionnaires are issued four times.In addition,according to the interview guide,ten subjects are interviewed.The interview outline consists of seven questions,which closely relate to aspects of students’ English learning motivation.The SPSS.23.0 statistical software is used to conduct descriptive statistical analysis and single factor analysis of variance,finally the following main conclusions are drawn:(1)The intrinsic interest and academic performance motivation of Tibetan college students change significantly and show an increasing trend in the four semesters.(2)Tibetan college students’ learning context motivation and information medium motivation change significantly and show a downward trend in the four semesters.(3)Among the seven types of English learning motivation,although the change of social responsibility motivation is not significant,it remains at a high level throughout the four semesters.These statistical results are meaningful.Finally,in view of the intrinsic interest motivation,academic performance motivation,learning context motivation and information medium motivation,four teaching suggestions are put forward for college English teachers and the limitations of this paper are also analyzed.