1. Introduction
Motivation, defined as the impetus to create and sustain intentions and goal-seeking acts (Ames, 1989), is important because it determines the extent of the learner's active involvement and attitude toward learning. In other word, it is an inner drive, impulse, emotion, or desire that moves one to a particular action. More specially, humans universally have needs or drive which is more or less innate, yet their intensity is environmentally conditioned. (Brown). Everyone knows that motivation is the key to students in learning. No matter what students learn, it is some kind of internal drive that encourages somebody to pursue a course of action. Learning motivation is of much importance. Motivation concerns “why” of behavior. Study motivation is a kind of non- intelligent factors, which is one of the most active factors in language learner's personal qualities. Foreign language study motivation plays a very important role in foreign language learning and 本论文由英语论文网/greatly influences learning efficiency.
This world is a mixture of cultures, and it’s necessary to improve the understanding between people from the different parts on earth. On campus in China, proficiency in English has become one of the important standards be used to evaluate a person's ability. Before students go to college, English is a required course. English is also a required course for university students. In Guizhou University for Nationalities, it can be seen that many students study English everyday and everywhere, but according to an investigating, a large number of them are not good at English, and the pass rate of CET is extremely low. Talking with them, you can find that different people hold different opinions on English learning. Some of them learn English frequently, but the result of study is not satisfied; other students, who learn English not very often, can get a good command of it. In addition, this research would also indicate the result of why some students do not want to learn English, but they still learn it.
2. Method
This research investigates non-English major students' English learning motivation. Questionnaires will be delivered to participants; 200 Questionnaires were handed out to 200 students and 181 were returned.
2.1 Subjects
In different learning environments, students' learning motivation would not be the same. So it is necessary to narrow the difference by designing the subjects. All the participants are from Guizhou University for Nationalities. Two hundred participants are non-English students in their first or second year. They are chosen because they are fulfilling their required English course. They must pass the exam every term and take the TEM4 in order to get their bachelor degree and get a good job after graduation. It takes them about five minutes to finish the questionnaire.
2.2 Questionnaire
The questionnaire contains two parts. Table 1 presents the structure of the questionnaire along with the number of items for each part and category. Part one gives blanks for personal information (i.e., name, gender, the school they were studying). Part two can be further divided into 4 categories of motivational variables. The first category is questions about intrinsic learning motivation. The second category is questions about extrinsic learning motivation. The third category is questions about intensity of learning motivatio，英语论文范文，英语论文题目 |
