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非英语专业学生英语学习动机调查研究[Abstract]Motivationhasbeenconsideredakeyfactortosuccessfullanguagelearning.Fromdifferentdimensions,motivationcanbeclassifiedintointegrativeandinstrumental,intrinsicandextrinsic,etc.Thebehavioral,humanistic,cognitiveandsociallearningtheoriesaccountfor“whatismotivation”fromdifferentperspectives.Thesubjectsofthisstudyare55third-yearnon-EnglishmajorsofClassTwoinMathDepartmentofZhangzhouTeachers’College.Eachofthemwasgivenaquestionnaire.Thepaper,basedonthepreviousfindings,exploresusefulmethodsandstrategiesforteacherstoenhancestudents’motivation,suchas,applyingmeta-cognitivestrategies,usingcommunicativemethodintheirteaching,improvingteachingmethods,cultivatingthestudents’autonomouslearningability.It’shopedthatthepresentstudywillhelptobringaboutgreatprogressinmakingEnglishteachingandlearningmoreeffectiveandefficient.[KeyWords]non-Englishmajors;motivation;Englishteaching;Englishlearning[摘要]动机被看作是影响成功的语言学习的一个重要因素,从不同的方面动机可分类为:融合性动机、工具型动机、内在动机和外在动机等等．行为主义、人文主义、认知理论和社会学习理论可以从不同的角度解释＂什么是动机＂.这次调查的对象是漳州师范学院０３级数学系师本（２）班的５５位同学．每位同学都分到一张调查问卷．此论文根据先前的研究并结合当前的数据分析得出，英语教师可以采用一些强化策略，如在教学过程中充分运用元认知策略，采用英语交际教学法，改进教学手段，培养学生的自主学习能力，以更好地促进英语的教与学．[关键词]非英语专业学生;动机;英语教学;英语学习1.IntroductionTherehasbeenagreatdealofresearchontheroleofmotivationinforeignlanguagelearning.“Andresearchershavefoundahighcorrelationbetweenmotivationandachievement.”[1]Motivationinforeignlanguagelearningisacomplicatedphenomenonwhichcanbedefinedintermsoftwofactors:learners’communicativeneedsandtheirattitudestowardstheforeignlanguagecommunity.What’smore,theproblemoflowEnglishproficiencyandinsufficientlearningmotivationgenerallyexistsamongnon-Englishmajors.“Motivationisregardedasoneofthemostimportantvariablesaffectingthestudents’performanceofEnglish,whichiswidelyconcernedbyforeign16 languagelearnersandteachersforalongtime.”[2]Theresearchofmotivationisveryimportantinforeignlanguageteaching.Teacherscannoteffectivelyarousestudents’motivationandimprovetheirteachingeffectsuntiltheyknowwhatmotivationalfactorsinfluencestudents’Englishachievementandunderstandstudents’internalandexternalneeds.2.OnmotivationMotivationhasalwaysbeenconsideredtobeoneofthemostimportantfactorsinforeignlanguagelearning.Butwhyaresomestudentssuccessfulatlanguagelearningwhileothersarenot?Teachersoftensaythatstudentswhoreallywanttolearnwillsucceedwhateverthecircumstancessuggeststhatthemotivationthatstudentsbringtoclassisoneimportantfactoraffectingtheirsuccess.2.1Definitionofmotivation“Motivationisaforcethatenergizes,sustains,anddirectsbehaviortowardagoal,”[3]whichisthedynamicallycumulativearousal.Somepsychologistsperceivethatmotivationissomekindofinternaldrivewhichencouragessomeonetopursueacourseofaction,suchas,themotivationofshopping,themotivationofhuntingajob,etc.Concretelyspeaking,motivationiswhatmovesusfromboredomtointerest.Itissomethingliketheengineandsteeringwheelofanautomobile.ItisthesameforthemotivationoflearningEnglish.Becausemotivationhasamajorinfluenceonourbehaviorbuttheydon’treallytellushow.Therearedifferentviewsonthedefinitionofmotivation.Gardnerdefinesmotivationtolearntheforeignlanguageas“theextenttowhichtheindividualworksorstrivestolearnthelanguagebecauseofadesiretodosoandthesatisfactionexperiencedinthisactivity”.Browndefinesmotivationassuch:“motivationiscommonlythoughtofasaninnerdrive,impulse,emotion,ordesirethatmovesonetoaparticularaction.”[4]AccordingtoGardner,motivationconsistsoffouraspects:agoal,effortfulbehavior,adesiretoattainthegoalandfavorableattitudestowardstheactivityinquestion.Therearemanykindsofclassificationofmotivation,suchas,theintegrativeandtheinstrumental,theintrinsicandtheextrinsic,etc.Onthewhole,researchershavefoundastrong,positivecorrelationbetweenmotivationandachievement.Motivationandachievementaredirectlyrelatedjustbecausetheeffectsoflearners’orientationaremediatedbytheirmotivation.2.2Typesofmotivation2.2.1IntegrativeandinstrumentalmotivationPeoplewhotakepossessionoftheintegrativemotivationarethosewholearnthesecondlanguageinordertoidentifythemselveswiththe16 secondlanguagecommunityandultimatelyjoinit.Theynotonlywanttolearnthelanguage,butalsothenativecultureandlivingstyles,etc.PeoplemaychoosetolearnEnglishbecausetheyareinterestedinthepeopleandculturerepresentedbythesecondspeakinggroup.However,instrumentalmotivationreferstolanguagelearningformoreimmediateorpracticalgoals.Itisalsocalled“task-orientedmotivation”or“certificatemotivation”.Learnersmaymakeeffortstolearnasecondlanguageforsomefunctionsreasons-topassanexam,togetabetterjob,ortogetaplaceatuniversity.Theyaremotivatedtolearnasecondlanguagebecauseitopensupeducationalandeconomicopportunitiesforthem.“Learnerswhoprefertoinstrumentalmotivationcanbeidentifiedasthefollowingthreetypes:a)EOPlearners.TheylearnEnglishbecauseoftheirjobs,eg,thewaiterslearnhotelEnglishtoservetheguests,etc.b)EAPlearners.TheylearnEnglishinordertogoabroadandgetfurthereducation.c)ESTlearners.TheylearnEnglishsohardthattheycancomprehendliteratureofscienceandtechnology.”[5]Aboveall,instrumentalmotivationisgenerallycharacterizedbythedesiretoobtainsomethingpracticalorconcretefromthestudyofasecondlanguage.Aninstrumentalmotivationseemstobethemajorforcedeterminingsuccessinthesecondlanguagelearning.Whilebothintegrativeandinstrumentalmotivationareessentialelementsofsuccess,itisintegrativemotivationwhichhasbeenfoundtomaintainlong-termsuccesswhenlearningasecondlanguage.ButnowadaystheimportanceofinstrumentalmotivationisalsostressedespeciallyforChinese.Itisremarkedthat“integrativeandinstrumentalmotivationarenotnecessarilymutuallyexclusive”,whereasintegrativemotivationiscontinuallylinkedtosuccessfulsecondlanguageacquisition.Inconclusion,integrativemotivationhasbeenshowntobestronglyrelatedtosecondlanguageachievement.Itservesasapowerfulfactorofsuccesscombiningwithinstrumentalmotivation.Teachersshouldbeabletoidentifyboththetypesandthecombinationofmotivationthatassistinthesuccessfulacquisitionofasecondlanguage.2.2.2Intrinsicandextrinsicmotivation“Intrinsicmotivationisthemotivationtobeinvolvedinanactivityforitsownsake.”[6]Intrinsicmotivationisalsocalledself-motivation.Becausethefeelingofcompetenceandself-determinationaresignificantfactorsofintrinsicmotivation.Intrinsicallymotivatedlearnersstudybecausetheywanttounderstandthecontentandtheyviewlearningasworthwhileinitself.Ifapersonperformsbehaviorforitsownsakeratherthanforrewardsoroutcomesthebehaviormightproduce,thenthispersonisintrinsicallymotivated.Peopleareintrinsically16 motivatednotbecauseaccomplishingtheactivitytheydobringsareward,butbecausedoingtheactivityitselfisareward.Incontrasttointrinsicmotivationisthetypeofmotivationreferredtoasextrinsicmotivation.“Extrinsicmotivationischaracterizedasthemotivationtoengageinanactivityasameanstoanend.”[7]Extrinsicallymotivatedlearnersmaystudyhardforatestbecausetheybelievestudyingwillleadtohightestscores,teachercomplimentsorsomeotherend.Extrinsicrewardsisencouragedbyoutsideforce,whichcomesfromthedesiretogetarewardoravoidpunishmentanditfocusesonsomethingexternaltothelearningactivityitself.“Althoughwetendtothinkofextrinsicandintrinsicmotivationastwoendsofacontinuum(meaningthehighertheextrinsicmotivation,thelowertheintrinsicmotivationandviceversa),theyareactuallyonseparatecontinua.”[8]Extrinsicandintrinsicmotivationalsovarywiththesituation,andcanchangeovertime.Researchshowsthatintrinsicallymotivatedstudentsachievehigherthanthosewhoareonlyextrinsicallymotivated.“Moslowclaimsthatintrinsicmotivationisclearlysuperiortoextrinsicmotivation.”[9]Ideally,studentswillbeintrinsicallymotivated.Teachersareimportantinpromotingintrinsicmotivationandneedtotakeeffectivemeasurestosustainstudentsintrinsicmotivation.2.2.3Indirectlong-rangemotivationanddirectshort-rangemotivationIndirectlong-rangemotivationbearsnodirectrelationshipwithlearningactivities.Itemphasizesresultsandvalueoflearningactivities,relatingwithsocialsignificanceofforeignlanguagelearning,suchas,intheviewofsomemiddle-schoolstudents,learningforeignlanguageistobeengagedincareersconcerningwithforeignlanguage.Themotivationreflectstherequirementsofsocietyandhouseholds,concerningwithforeignlanguagelearners’understandinguponthesignificanceofforeignlanguagelearning,greataspirationandtheirworldview.Itholdsgreatinfluenceupontheconsciousnessandinitiative,bearingrelationshipwithresultsoflong-termactivities,stableandreliable,beingefficientinalongertime.Directshort-rangemotivationbearsdirectrelationshipwithlearningactivities,mainlyevokedbylearningactivityitselfdirectly,chieflymanifestingthedirectinterestuponforeignlanguagedisciplinecontentsorlearningactivities.Itisprobablyevokedbypressure,rewardandpunishmentfromteachersandparents,orbycompetitionbetweenclassmates.Themotivationismainlyevokedbydemandingfromcuriosityandrecognition,theeffectiverangesmallerthanthatofindirectlong-rangemotivation,suchas,duetotheinterestuponforeignlanguage,somestudentslikeforeignlanguageclassratherthanothers,whatmotivationmoreconcrete,intenseandeffective.Duringtheperiodinuniversity,themotivationappears16 moreprominent,whichbringsaboutgreatinfluenceonforeignlanguagelearnersallthetimeassoonasitcomesintobeing.Thedivisionbetweenthesetwomotivationsismainlydeterminedbymotivationsourcesandeffectiveterm.Themotivationsaremutuallyrelatedandcomplementary.“IntheviewofMr.ChenGuangsheng,owingtotheaffectionofsomeoccasionalconditioninactualconcretesituations,directshort-rangemotivationneedsindirectshort-rangemotivationworkingassupplementandcomplementtoimprovetheinitiativeandsignificanceoflearningactivities.”[10]Indirectlong-rangemotivationneedsalongerterm,therefore,itrequiresdirectshort-rangemotivationworkingassupplementandcomplementtoworkoutabetterintegrationbetweentheencouragementoflong-rangegoalandpresentspecificlearningactivities.2.2.4Achievementmotivation“Achievementmotivation,namely,resultativemotivation,meansthatmotivationistheresultoflearningratherthanthecauseofL2achievement.Learnerswhoexperiencesuccessinlearningmaybecomemore,orinsomecontexts,lessmotivatedtolearn.”[11]AchievementmotivationisregardedoneofthemainmotivationoflearningEnglishinclasses.Teachersplayanimportantroleinpromotingstudents’achievementmotivationbymeetingwiththeircuriosityorapprovingtheirachievement,etc.3.TheoriesofmotivationTherearethreetheoriesviewsofmotivationassuch:behavioral,humanistic,andcognitivetheoriesofmotivation.Thesetheoriescanalsohelptounderstandmotivation.3.1Behavioralviewsofmotivation“Behavioraltheoriesviewmotivationasachangeinbehaviorasaresultofexperiencewiththeenvironment.”[12]Heremotivationisregardedasreinforcement.Becausereinforcementresultsinanincreaseinbehavior,praise,commentsonhomework,hightestscores,andgoodgradesarecommonclassroomreinforcersthatcancausethisincrease.Effectivereinforcersofusingrewardsinclassroommaycultivateintrinsicinterestinlearningornot.Althoughmotivationandlearningarecloselyrelated,theyarenotidentical.Becausetheeffectsofreinforcersdependonlearners’expectations,beliefs,andotherthoughts.Tosumup,behaviorismfocusesonchangesinbehaviorthatresultfromexperienceswiththeenvironment.Theteachers,whopraisestudentsappropriatelyforaccomplishments,canfullypromotethestudentsmotivation.3.2Humanisticviewsofmotivation“Humanistictheoriesviewmotivationaspeople’sattemptstofulfill16 theirtotalpotentialashumanbeings,”[13]whereasbehaviorismfocusesonreinforcementinitsexplanationformotivation.Accordingtohumanisticpsychologists,twoelementsoftheteaching-learningprocessareessentialtothedevelopmentofmotivation:astrongstudent-teacherrelationshipandapositiveclassroomclimate.Collectively,humanistictheoriessuggestthatanacceptingandsupportiveclassroomenvironmentwhereeachstudentisvaluedregardlessofacademicabilityorperformanceisimportantforbothlearningandmotivation.Teacherswhoapplyhumanisticapproachestomotivationinclassroombydisplayingacaringandempatheticmannerwithstudentsandcreatingasupportiveclassroomclimateforlearnerscanfullymotivatetheirstudents.3.3CognitivetheoriesofmotivationCognitivetheoriesofmotivationfocusonlearners’belief,expectationsandneedsfororder,predictability,andunderstanding.Thispapermainlyexaminesfivecognitivetheoriesofmotivation:expectancy×valuetheory,self-efficacytheory,goaltheory,attributiontheoryandself-determinationtheory.3.3.1Expectancy×valuetheory“Expectancy×valuetheoriessuggestthatlearnersaremotivatedtoworkonatasktotheextentthattheyexpecttosucceedonthetasktimesvaluetaskachievementorotherpotentialoutcomes.”[14]Expectancyforsuccessisimportantinclassrooms.Learnerswithhighsuccessexpectationspersistlongerontasks,choosemorechallengingactivities,andachievehigherthanthosewhoseexpectationsarelower.Incontrast,taskvalueisinfluencedbyfourfactors:intrinsicinterest,importance,utilityvalueandcost.a)Intrinsicinterestisthecharacteristicsofatopicoractivitythatinduceaperson’swillinginvolvementinit.Students’interestisincreasediftheclassisfilledwithlogicalandcoherentpresentations,concreteexamples,personalizedcontentandstudentinvolvement.b)Importanceistheextenttowhichatopicoractivityallowsapersontoconfirmordisconfirmimportantaspectsofhisorherself-schemas.c)Utilityvaluereferstotheperceptionofatopicoractivityasusefulformeetingfuturegoals,includingcareergoals.Utilityvaluecaneffectivelyhelpusseehowextrinsicmotivation,intrinsicmotivation,andmotivationtolearninteractandsupportoneanother.d)Costistheperceivednegativeaspectsofengaginginatask,suchas,time,emotionalcost,etc.3.3.2Self-efficacytheory“Self-efficacyisabeliefaboutone’sowncapabilitytoorganizeandcompleteacourseofactionrequiredtoaccomplishaspecifictypeoftask.”[15]Therearefourfactorsthatinfluencepeople’sbeliefsabout16 theircapabilityofsucceedingonspecifictasksassuch:pastperformance,modeling,verbalpersuasion,psychologicalstate.Pastperformanceonsimilartasksisthemostimportant.Highefficacylearnersacceptmorechallengingtasks,exertmoreeffort,persistlonger,usemoreeffectivestrategies,andgenerallyperformbetter.It’sanimportantgoalforallteacherstopromotehighefficacyinstudents.3.3.3Goaltheory“Goalscanalsohaveapowerfulinfluenceonmotivation.Itequalstoanoutcomeanindividualhopestoachieve.”[16]Learningandperformancegoalsaretwomaingoals.Learninggoalsarehighlydesirable,whereastheinfluenceofperformancegoalsonmotivationismorecomplex.Itischaracterizedbyfivekindsofgoals:learninggoals,performance-approachgoals,performance-avoidancegoals,socialgoalsandwork-avoidancegoals.Usinggoalseffectivelyinvolvefourprocessesasfollows:effectivegoalsetting,goalmonitoring,strategyuseandmetacognition.Learnerscanbehighlymotivatediftheyefficientlyapplythegoaltheory.3.3.4AttributiontheoryAttributiontheoryisacognitivetheoryofmotivationthatattemptstosystematicallydescribelearners’explanationfortheirsuccessesandfailures.Attributionsoccuronthreedimensions:locus,stabilityandcontrol.Attributionsinfluencelearnersinatleastfourways:emotionalreactionstosuccessandfailure,expectationsforfuturesuccess,futureeffortandachievement.Thistheorysuggeststhatteacherscanhaveimportantinfluencesonthewaysstudentsinterprettheirperformancebyteachingthemlearningstrategiesandencouragingthemtoattributesuccesstoeffort.3.3.5Self-determinationtheorySelf-determinationistheprocessofdecidinghowtoactonone’senvironments.Self-determinationtheoryassumesthatpeoplehavethreeinnatepsychologicalneeds:competence,controlorautonomy,andrelatedness.Self-determinationtheoryisoneofthemostcomprehensivecognitivemotivationtheories.Itexaminesbothextrinsicandintrinsicmotivationanddescribesacontinuumofincreasingself-determinationthatbeginswithextrinsicmotivationandendsinintrinsicmotivation.Manyvariablesofself-determinationtheoryarereallysourcesofintrinsicmotivation.Tosummarize,applyingcognitiveapproachestomotivationinclassroomissoimportantthatteachersshouldpaygreatattentiontoit.Teacherscanfullyinspiretheirstudentsiftheyexplainthereasonsfordealingwiththetopicsbeingstudied,provideclearandpromptfeedbackonassignmentsandtests,establishclearexpectationsfortheirstudents,etc.It’sanimportantaimforallteachers.16 4.Acasestudybasedonquestionnaire4.1LiteratureofreviewManyEuropeans,ie,Gardner,Brown,haveproceededaquitehighlevelofmotivationresearch.Theyconsiderinstrumentalmotivationsarelessimportantfactorsinpredictinglearningsuccess,whereasitisquitecontrarythatinstrumentalmotivationsarethecommonestamongthecollegenon-Englishmajors.It’sobviousthatnumerousstudieshavebeenconductedbefore2004.But2005isasignificantyearforEnglishlearningandteaching.In2005,CET4/6won’tlinkwiththeacademicdegreeanymore.Thisstudyfocusesonexpoundingthetransformationofmotivationafter2005.Howdoesthemotivationchange?Areinstrumentalandextrinsicmotivationsstilltakingsuperiorpositionafter2005’reform?4.2QuestionsThissurveyaimstoanswerthefollowingthreequestions:(1)Whatmotivationdonon-EnglishmajorshaveinFLL?(2)DomotivationfactorshavesignificantcorrelationwithEnglishachievement?(3)What’rethedifferencesofmotivationbetweensuccessfullearnersandunsuccessfullearners?4.3SubjectsThethird-yearnon-EnglishmajorshavelearnedEnglishfortwoyearsinZhangzhouTeachers’College.TheleveloftheirEnglishlearningshouldmeettherequirementofCollegeEnglishteaching.Thetotalnumberofthesubjectsis55third-yearstudentsofClassTwoinMathDepartmentinZhangzhouTeachers’College.Theyareeducationalmajors.Eachoneisgivenaquestionnaire.Ofthem,54questionnairesarevalid.Therateofvalidityis98.2%.TheyaredividedintothreegroupsaccordingtotheirEnglishlevel(GroupA=CET-6,GroupB=CET-4,GroupC=NotYet).4.4InstrumentsThequestionnaire(seeAPPENDIX)isusedinthestudy,whichisdesignedbasedontheparticularsituationunderresearch.Itiscomposedof16itemswhichareputintofivesubscalesincludinginterestinEnglish(Item1and4),instrumentalorientation(Item5,6,7,8),integrativeorientation(Item9),attitudestowardslearningEnglish(Item10,11,14,15,16)andparentalencouragement(Item2,3).Besides,Item13isconcernedwiththestudents’realEnglishlevel.Furthermore,Item12isbasedonthe2005’sCET-4/6reformthatCET-4/6won’tlinkwiththeacademicdegreeanymore.That’stosay,ifyoudon’tpasstheCET-4,youwillstillbeabletogetyouracademicdegree.Theyarejustaskedtomarktheitemswithatickwhichissuitableforthemnomatterhowmanyitemstheywillagree.4.5ProcedureEachstudentwasgivenaquestionnaireduringthebreak.The16 questionnairewascompletedunderthesupervision.Beforegivingouttheinvestigation,theywereassuredthattheiranswersremainedanonymousandhadnorelationwiththeirfinalscores.Theyweretoldtobeasaccurateandhonestaspossiblesincethesuccessoftheinvestigationdependedupontheiranswersandtheywererequiredtocompletethequestionnairewithinthebreakfor20minutes.Nocommunicationwasallowedbetweenstudentsduringthecompletionofthequestionnaireincasethattheywouldbeinfluencedbyothers’opinions.4.6TheanalysisofthecollecteddataThreechartsareconcludedfromthecollecteddataasfollows:ChartOneChartThreeITEMABC14onehour0891.5-2hours3622.5-3hours41215long-termplan452short-termplan195noplan281316someefforts555notenoughefforts3155noeffort0310FromthissectorofChartOne,itischaracterizedthattheefficiencyofEnglishlearningofnon-Englishmajorsisquitelow.Aftertwoyears’learning,morethan40%ofstudentsdon’tpasstheCET-4.ThenumberofGroupAisjust16%.TheproblemoflowEnglishproficiencyandinsufficientlearninggenerallyexistsamongnon-Englishmajors.FromChartTwo,only3ofGroupCchooseItem1“IaminterestedinEnglish”.Onthecontrary,thereare7ofGroupAand13ofGroupBthatchooseItem1.Itisprovedthatinterestcanbethebestteacher.Interestisimportantinexpectancy×valuetheory.ItisthesameforItem4“IlearnEnglishbecauseIwanttogetmoreinformation,learnaboutthecultureandbroadenmyhorizon.”AccordingtothetheoriesofmotivationtalkedinChapterTwoandThree,itisevidentthatintegrativemotivationislowamongunsuccessfullearners,butquitehighinsuccessfullearners.Mostofsuccessfullearnersareintegrative-oriented.Incontrast,itisobviousfromChartTwothatforcollegenon-Englishmajors,themostimportantfourmotivesareItem5“togetagoodjob”,Item7“topasstheCET-4/6togetthe16 diploma”,Item8“topassthegraduateentranceexamination”andItem9“toadoptmyselftothedevelopmentofthesociety”,allofwhichbelongtoinstrumentalorientation.Fromthis,itisconcludedthatitisquitecontrarytoGarden’smotivationtheory,whichconsidersinstrumentalmotivationsarelessimportantfactorsinpredictinglearningsuccess.Item6“IlearnEnglishinordertogoabroad”alsobelongstoinstrumentalorientation.Butitisunrealistic.Manystudentscomefromfamiliesthatcan’taffordtosendtheirchildabroad.AsforItem2“IlearnEnglishbecauseofmyteachers’appreciation”,onlyoneofthewholeclassagreeswithit,whicharousespublicattentionofteachers’roles.ButItem3“IlearnEnglishbecauseofmyparents’requirements”andItem10“IwanttolearnEnglishwellbecauseIadmirethosewhodowellinit”,whichbelongtoextrinsicmotivation,playanimportantroleinEnglishlearninginacertaindegree.That’stosay,extrinsicmotivationiscommonincollegenon-Englishmajors.ThecombinationofextrinsicmotivationandintrinsicmotivationisthebestwayforteachersinEnglishteaching.ItisoptimisticthatfewstudentschooseItem11“IdisliketolearnEnglishandIfIpasstheCET-4,Iwon’tlearnitanymore”andItem12“CET-4/6doesn’tlinkwiththeacademicdegreeafter2005’sreform,soIwanttogiveuplearningEnglish.”,whichprovethatstudentsrealizetheimportanceofEnglishandbegintopayattentiontoit.However,thepresentstatusofstudents’motivationinlearningEnglishisnotquitecleartocollegeEnglishteachers.Someoftheteachersevenignoretheimportanceofstudentlearningmotivationandtheyjustgoonandonblindly.AccordingtoChartThree,itisattainedthatmoststudentsofGroupCdon’tspendenoughtimeinlearningEnglish.Timeisakindofcost.Itisessentialintheexpectancy×valuetheory.Ifthecostisatornearzero,thevaluewillbeatornearzero,too.Ifeithertheexpectancyforsuccessorthevalueplacedonsuccessisatornearzero,motivationwillalsobenearzero.Becauseanything“time”zeroiszero.AsforItem15thegoalsetting,13ofGroupCdon’tdrawupanyplanfortheirEnglishlearning.Goalscanhaveapowerfulinfluenceonmotivation.Goalsincreaseself-efficacybecausepeoplesetgoalstheybelievetheycanmeetandaccomplishingthemwillincreasetheirsenseofcompetence.Thesignificanceofgoaltheoryisbeingincreasinglyrecognizedineducation.Morethan50%ofGroupCandGroupBstudentsthinktheydon’tmakeenougheffortsorevennoeffortinEnglishlearning.Butaccordingtoattributiontheory,effortisoneofthemostfrequentperceivedcausesofsuccessorfailure.Inthefinalanalysis,interestisthemostinfluentialvariablesindeterminingstudents’timeandeffortsspentonEnglishlearning.Infact,allthesefactorscorrelatecloselyandactoneachother.16 Toaddup,therearetworeasonsthataccountforlowmotivationofcollegenon-EnglishmajorsinEnglishlearning.“Firstly,inChina,Englishisnotusedasamediumofdailycommunication.ThestudentcannothaveenoughexperienceofcommunicationwiththenativespeakersorlivingintheEnglish-speakingcountries.Therefore,hismotivationisnotashighastheEnglishmajorswhomustlearntocommunicatefluentlyinthetargetlanguage.Secondly,thenon-Englishmajorshavetheirownmajorcoursestolearn.TheycannotspendalltheirtimeandenergyinlearningEnglishunlikeEnglishmajorswhodevotemostknowledgeconcerningtoit.”[17]4.7ConclusionFromalltheanalysisintheabovepart,wegaintheanswerstothequestionsassuch:1)Instrumentalmotivationisthecommonestoneamongthecollegenon-Englishmajors.Integrativemotivationandextrinsicmotivationranktwoandthreerespectively.2)It’sevidentthatmotivationalfactorshavesignificantcorrelationwithEnglishachievement.3)Integrativemotivationandintrinsicmotivationarehigheramongsuccessfullearnersthanunsuccessfullearners.4.8ImplicationsAccordingtotheresultsandanalysisoftheinvestigation,weknowthattheresultislikethis:1)Thedifferentlevelsofmotivationofnon-EnglishmajorsinlearningEnglishhavepositivecorrelationwiththeirEnglishlearningautonomy.That’stosay,thehigherlevelsofmotivationofnon-Englishmajorare,thehigherhisEnglishlearningautonomyis.2)Thelearner’sautonomyofnon-EnglishmajorsinlearningEnglishhaspositivecorrelationwiththeirlearningachievement.That’stosay,thehigherEnglishlearningautonomyofnon-Englishmajoris,thehigherhislearningachievementis.3)Thelearningachievementofnon-Englishmajorshavepositivecorrelationwiththeirdifferentlevelsofmotivation,inwhichlearningautonomyisadecisivefactor.That’stosay,thehigherlearningachievementofnon-Englishmajoris,thehigherhisself-autonomyis,andthehigherlevelofhismotivationis.Therefore,howtoenhancethelearner’sautonomyisakeypointfortheteachersinEnglishteaching.5.HowtoimproveEnglishlearningmotivationofnon-Englishmajors5.1Aframeworkformotivationstrategies---usingmetacognitivestrategiesItisnotsurprisingthatsuccessfullearnersusemorestrategiesthan16 unsuccessfullearners.Furthermore,differentstrategiesarerelatedtodifferentaspectsofL2learning.Thestudyoflearningstrategiesisofpotentialvaluetolanguageteachers.Teachersshouldidentifythosestrategieswhicharecrucialforlearningandtrainstudentstousethem.Metacognitivestrategiesarethoseinvolvedinplanning,monitoringandevaluatinglearning,forexample,thelearnermakesaconsciousdecisiontoattendtoparticularaspectsoftheinput.Teachersshouldhelpstudentstoknowthemselves,tohaveaclearideaaboutthedifficultiesandtheweaknesstheyhaveintheirlearning,toperceivetheessenceofthelanguage,etc.Metacognitivestrategiesareespeciallyimportantforfreshmen.Iffreshmenhaveabasicknowledgeaboutmetacognitivestrategies,theyaresuretosetlearninggoals,drawupstudyplan,etc.Iftheydo,theywillchangetheirtraditionallearningconceptsandadjustthemselvestothelearningofcollegeEnglish.Metacognitivestrategiesareplayingasignificantroleinimprovingintrinsicandintegrativemotivation.SoisforcollegeEnglishlearning.5.2Rebuildstudents’EnglishlearningmotivationBasedonthesurvey,itisclearthatinstrumentalandextrinsicmotivationarepredominantamongstudents,whereasintegrativeandintrinsicmotivationarecertainlysuperiorthanthem.Soitisquiteimportanttoknowhowtoreconstructstudents’Englishlearningmotivation.5.2.1ThetransformationfromextrinsicmotivationtointrinsicmotivationImprovingintrinsicmotivationaimstoincreasethelearninginterest.AccordingtoQinandWen,theyarguethat“amongallthevariables,learninginteresthasboththegreatestdirectinfluenceandthegreatestindirectinfluenceonstudents’motivation”.However,asthesurveyshows,only13%oftheunsuccessfullearnersthink“I’minterestedinEnglish.”Asweknow,thekeyissueofimprovingstudents’intrinsicmotivationistoarousestudents’curiosityandattention,andtocreateanattractiveimageforthecourse.Thestrategiescanbedividedintofivemaingroups:lCultivatestudents’EnglishlearninginterestlHelpstudentssetandmonitorlearninggoalslGivestudentsguidanceforstudymethodsaccordingtoindividualdifferenceslFosterstudents’autonomyinstudyAccordingtothesurvey,only40%ofthewholeclassthink“I’minterestedinEnglish.”ButhowtostimulatetheEnglishlearninginterestoftheother60%ofthestudents?Intrinsicmotivationcomesfromcuriosity16 andinterest.Nowadays,themultimediateachingstyleissocommonthattheteachingandlearningprocesscanbeveryinteresting.TheprocessofEnglishteachingandlearningcanbevividlydescribedbyanewword“edutainment”,whichequalstoeducationplusentertainment.Teachersshouldmakethetasksvariedandchallengingandrelatethecontentofthetaskstothelearners’naturalinterest.Uptonow,sincethemultimediacomputersarepopular,thestudentswon’tgetboredinEnglishlearning.Students’learningmotivationcanbegreatlyarousedwhentheystudyinsuchadynamic,variedandnaturallearningenvironment.What’more,personalizationandinvolvementaretwowaystoarousestudents’interestandmotivation.Individualappropriatelygoalsettingisoneofthemosteffectivewaystoenablestudentstofeelasenseofautonomyovertheirownlearning,whichhasapowerfulmotivatingfunction.IncollegeEnglishclasses,manystudentswhofailtosetgoalsfeelconfusedaboutwhattolearnintheclassorevenwhathaslearnedafterclass.Therefore,thesestudentsgraduallylosetheirinterestinEnglishstudy.Teachersshouldprovideguidanceforstudents’goalssettingaccordingtoindividualdifferences.Long-termgoalsshouldbeatahigh-levelandnotendwithpassingtheexams,whereasshort-termgoalsshouldbepractical,clearandspecific,leadingtoconcreteoutcomes.Finally,teachersshouldprovideinformationalinputorextrinsicrewardsthatincreasestudents’efficacyforachievingthegoals.Asforlearningmethods,itiscrucialforteacherstohelpstudentsperceivethemostsuitableway.Learningwithoutthesuitablemethodsiswastingtimebutinvain.Autonomyisonesourceofintrinsicmotivation.Themostobviouswayforteacherstopromoteautonomyintheirstudentsistogivethemchoices.Besides,teacherscanincreaselearnerautonomyandmotivationbycreatinghighlevelsofstudentparticipationinlearningactivities,encouragingstudentstosetandmonitorlearninggoalsandusingassessmentsthatemphasizelearningandprovidefeedback.Thelearner’sautonomyhasapositivecorrelationwiththeachievements.5.2.2ThetransformationfrominstrumentalmotivationtointegrativemotivationIntegrativeness,whichcontainsintegrativeorientation,interestinforeignlanguages,andattitudestowardsinL2community.Thefollowingarethemostefficientways:lPromotecommunicativeteachingmethodlProvideauthenticmaterialsforstudentslPayenoughattentiontotheclassroomsettingUptonow,“dumbEnglish”isacommonphenomenonamongnon-Englishmajors.Englishlearningisanorganiccombinationoflistening,speaking,16 readingandwriting.Becauseofsuchkindofcertificatemotivation,studentsoftenpaygreatattentiontoreading,butignorethecompetencecultivationoflistening,writing,speaking,etc.Communicativeteachingmethodfollowsthedisciplineofstudent-centeredratherthanteacher-centered,whichaimstoreducethetimeofteachers’monologue.It’suniversalthatstudentswhohavepassedCET-4orCET-6can’tputtheirEnglishintopractice.2005issignificantfornon-Englishmajors.ThereformofunlinkingtheCET-4/6withtheacademicdegreeismeaningfulforEnglishteachingandlearning.Tosomeextent,communicativemethodisfullyembodied.SuchkindofsocialcultureishelpfulforthepromotionofpersonalEnglishlearningmotivation.What’smore,thereisaneedtomaketheEnglish“real”byintroducingtolearnersitsculturalbackground,usingauthenticmaterials,etc.“Authenticmaterialsbringlearnersclosertothetargetlanguageculture,makinglearningmoreenjoyableandthereforemoremotivation.Authenticmaterialsareproducedtofulfillsomesocialpurposesinthelanguagecommunity.”[18]Theatmosphereoftheclassisenlivenedbyauthenticmaterials.Inateacher’smind,motivatedstudentsareusuallythosewhoparticipateactivelyinclass,expressinterestinthetopics,andstudyagreatdeal.Classroomsettingisquiteimportantformotivationincreasing.Studentscanbehighlymotivatedifteachersmotivatestudentsintothelesson,varytheactivities,tasks,andmaterials,usecooperativeratherthancompetitivegoals.Attheopeningstagesoflessons,ithasbeenobservedthatremarkswhichteachersmakeaboutforthcomingactivities,canleadtohigherlevelsofinterestonthepartofthestudents.Thenitisobviousthatlessonswhichalwaysconsistofthesameroutines,patternshavebeenshowntoleadtoadecreaseinattentionandincreaseinboredom.Varyingtheactivities,tasks,andmaterialscanhelptoavoidthisandincreasestudents’interestlevels.“Furthermore,cooperativelearningactivitieshavebeenfoundtoincreasetheself-confidenceofstudents,includingweakerones,becauseeveryparticipantinacooperativetaskhasanimportantroletoplay.Knowingthattheirteam-matesarecountingonthemcanincreasestudents’motivation.”[19]5.3SuggestionsforteachersAccordingtothesurvey,thoughonly2%ofthestudentsthink“IlearnEnglishbecauseofmyteachers’appreciation”.Butitisclearthatateacherplaysanimportantroleinstudents’motivationpromotion.It’sarguedthatteachers’appreciation,praiseandcomplimentcangreatlymotivatestudents.That’stosay,thedirectsourceofEnglishlearningmotivationforstudentsisteachers’attitudestowardsthem.Ateacher16 canbeanorganizer,acontroller,aresource-provider,aparticipantorevenafriend.Followingaretencommandmentsforteachers:1)teachermodeling;2)createasafeandorderlyenvironment;3)provideanumbrellaforthelesson;4)setupacloseandsupportiverelationshipwithstudents;5)enhancestudents’self-confidenceofEnglishlearning;6)bringpleasuresintoclassroom;7)increasestudents’autonomyofEnglishlearning;8)makelearningactivitiespersonalized;9)helpstudentsrealizetheirlearningpurposes;10)makestudentsfamiliarwiththecultureoftargetlanguage.6.ConclusionTheresearchofEnglishlearningmotivationishelpfulforustounderstandthepsychologyofEnglishlearning,societyelementsandindividualdiscrepancies,what’smore,itismeaningfultoexplorethemethodsandstrategiestoinspirestudents’Englishlearningmotivation.Theresultsofthesurveyrevealthemaintypesofmotivationofcollegenon-Englishmajors,theinfluenceofthemotivationalfactorsonstudents’Englishlearning,andmotivationaldifferencesbetweensuccessfullearnersandunsuccessfullearners.It’suniversallyacknowledgedthatmotivationplaysaveryimportantroleinsuccessfulsecondlanguageacquisition.Sincemotivationisaverycomplicatedconstruct,theresultsofthissurveycannotreflectalltheaspectsofthismultifacetedissue.Numerousstudieswillstillbeconductedtostudymotivationtostimulatestudents’greatestEnglishlearningmotivation.Bibliography[1]EggenPaul,KauchakDon.EducationalPsychology:WindowsonClassrooms-4thed[M].R.R.DonnelleyandSonsCompany,2000,P398[2]唐雪梅.非英语专业学生学习英语动机探析[J].合肥工业大学学报，2005,2,P108[3]EggenPaul,KauchakDon.EducationalPsychology:WindowsonClassrooms-6thed[M].陕西：陕西师范大学出版社，2005，P349[4]胡天国.非英语专业大学生英语学习动机调查:[硕士学位论文].中国期刊网.山东大学，2005，P3[5]肖建壮.英语学习策略[M].北京：现代出版社，1997，P3[6]同[1]P398[8]同[3]P350[9]同[4]P8[10]贾冠杰.外语教育心理学[M].广西：广西教育出版社，1996，P22[11]EllisRod.SecondLanguageAcquisition[M].上海：上海外语教育出版社，2000，P7516 [12]同[3]P351[13]同[3]P353[14]同[3]P358[15]同[3]P361[16]同[3]P362[17]余冬冬.如何提高中国非英语专业大学生的英语学习动机:[硕士学位论文].中国期刊网.武汉理工大学，2004，P36-37[18]石永珍.大学生英语学习动机调查报告[J].西北工业大学学报，1999，4，P74[19]LightbownPatsyM,SpadaNina.HowLanguageareLearned[M].上海：上海外语教育出版社，2004，P5716
