A Research On The Correlation Of Non-english Majors’ Achievement Motivation And Deep Learning In English

Along with the continuous development of society,knowledge alone can no longer meet the needs of learning.Therefore,research on deep learning and the factors affecting it has gradually entered the vision of researchers.Among them,the relationship between learning emotion and deep learning is one of the research focuses.As a branch of learning emotion,the strength or weakness of achievement motivation affects learners’ motivation and efficiency of learning English.And the situation of deep learning is related to the quality of learners’ English learning.Therefore,this study investigates the overall situation of non-English majors’ achievement motivation and English deep learning situation,and analyzes the correlation between them in order to provide new ideas for the development of college English teaching.Based on Atkinson’s Expectation-Value theory,Bloom’s taxonomy of educational objectives and Biggs’ s Structure of the Observed Learning Outcome Taxonomy,the author uses questionnaires and interviews to investigate 355 freshmen and sophomores from Guangxi Normal University,Guilin University of Technology and Guilin University of Electronic Science and Technology.Two dimensions are contained in The Achievement Motivation Questionnaire: motivation of pursuing success and motivation of avoiding failure.The English Deep Learning Questionnaire includes four dimensions: English deep learning cognition,thinking structure,motor skills and emotion.The present study intends to answer the following three questions:(1)What is the current situation of non-English majors’ achievement motivation in English learning?(2)What is the overall situation of non-English majors’ deep learning in English?(3)What is the correlation between non-English majors’ achievement motivation and deep learning in English? The results of the study show that:(1)NonEnglish majors’ achievement motivation is at a medium level,in which students’ motivation of pursuing success is slightly higher than their motivation of avoiding failure;(2)Non-English majors’ deep learning in English is also at a medium level in general.Specifically,among the four dimensions of English deep learning,thinking structure has the highest mean value,followed by cognition,motor skills,and emotion;(3)There is a moderate and positive correlation between non-English majors’ achievement motivation and deep learning in English,and also a moderate and positive correlation between the motivation and each of the four dimensions of deep learning in English.The author puts forward the following suggestions from the perspectives of college English teachers and non-English majors respectively to contribute to the improvement of the quality of college English teaching.As far as college English teachers are concerned,they are expected to do as the following:(1)Integrating students’ major knowledge into English teaching;(2)Applying project-based teaching mode into college English teaching;(3)Applying the production-oriented approach to college English courses and naturally integrating ideological-political education.As for nonEnglish majors,they are advised to do like this:(1)Setting up one’s correct English learning self-concept to facilitate achieving more success;(2)Exploring ones’ own appropriate strategies of English learning and resources collecting.