A Survey Of Remotivation Of College Students In Foreign Language Learning

The research on reconstructive motivation in foreign language learning is an important part of motivation system research,which started at the beginning of the 21 st century.Foreign research focuses on the combination of motivation ontology and hot topics,and emphasizes the parallel of empirical and theoretical research.Domestic related research started a little later,but in recent years,there have been some achievements.Based on the literature review of foreign language learning remotivation at home and abroad,182 undergraduates from three different types of colleges and universities in China were selected as the research objects.Questionnaire survey and structured interview were used as research tools to evaluate the reliability and reliability of the current situation of College Students’ English learning remotivation scale and the influencing factors scale of undergraduate English learning remotivation The validity of the scale was verified,and an empirical study was conducted on the current situation and influencing factors of Chinese Undergraduates’ English learning remotivation.The results show that: firstly,there are no significant differences between English majors and non-English Majors in English class: they are more willing to consult teachers or classmates,do more serious English class exercises than before,strive for extra learning tasks from teachers,and become more and more interested in English community activities in school.Second,with the improvement of English proficiency,the phenomenon of students’ English learning remotivation is more common.Among them,there is no significant difference between high and middle English level students in terms of more and more expectation for English class and more and more interest in English community activities in school;there is no significant difference between middle and low English level students in understanding the society and history of European and American countries and becoming more and more aware of the importance of English reading.Third,there is no significant gender difference in the awareness of the importance of English reading and more seriously doing English classroom exercises than before.Fourthly,there are significant professional differences in students’ own influencing factors and teachers’ teaching influencing factors.Fifthly,students’ own influence factors,teachers’ teaching influencing factors,peer factors and other external environmental factors have no significant impact on different gender undergraduates.The results of this study have important guiding significance and enlightenment for students’ English learning and teachers’ English teaching.First of all,students or teachers should set up a good learning goal in the process of learning English;secondly,improve students’ interest in learning English and activate their desire to reconstruct their intrinsic English learning motivation;thirdly,enhance emotional communication to stimulate students’ remotivation in English learning;finally,teachers should enhance their personality charm to help students reconstruct their English learning motivation.Meanwhile,schools should try their best to improve language teaching equipment and help students reconstruct their English learning motivation by taking students as the basis in formulating relevant policies.The innovation of this study lies in the empirical research on the current situation and influencing factors of College Students’ English learning remotivation,which has some innovation in theoretical methods,research methods,research tools and research perspectives.The significance of this study is theoretically: this study takes college students as the research object to study the current situation and influencing factors of foreign language learning remotivation,which can make the research on foreign language learning motivation more perfect and complete,and make a supplement to the field of foreign language acquisition.In practice,this kind of research is helpful for teachers and students to understand and grasp the reconstructive motivation of foreign language learning,and also has certain practical guiding significance for college foreign language teaching.