关于非英语专业学生学习英语的动机调查报告

1、 ContentsAcknowledgements.Abstract(English).Abstract(Chinese).1. Introduction.12. Literature Review.1 2.1. The Definition of Motivation.1 2.2. Types of Motivation.23.Research Design. 2 3.1 Subjects. 2 3.2 Instruments.2 3.3 Data Collection Procedures.34. Results and Discussion.35. Conclusion.7Bibliog

2、raphy.9Appendix.10Acknowledgements We would like to tank the following people for their invaluable assistance in the preparation of this report.First and foremost,we would like to show our deepest gratitude to our teacher,Mrs Li who has provide us with valuable guidance in the writing of this report

3、.With her enlightening instruction,impressive kindness and patience,we could not have completed our report.Our sincere appreciation also goes to the students from departments in University,who participated in this study with great cooperation.Last but not least,wed like to thank all our friends,espe

4、cially our lovely roommates,for their encouragement and support. The Research on the Motivation of Non-English Majors Learning EnglishABSTRACT Learning motivation is one of the main variables which restrict the students' foreign language learning. It has attracted the attention of foreign langua

5、ge learners and teachers for a long time.The pioneer of motivation research ,Gardner, believes that motivation = work + the desire of learning a language in order to achieve a certain purpose+ the positive attitude of language learning. His another research result is that the motivation of foreign l

6、anguage learning is divided into integrative and instrumental motivation.The integrative motivation is a kind of motivation in which learners are interested in target language culture and hope to become a part of the target language.The instrumental motivation is the kind of motivation in which lear

7、ners learn the target language aiming to pass through the exam, find good job, read the target language materials and so on.Another scholar Harmer divides the motivation into extrinsic motivation and intrinsic motivation. Extrinsic motivation is generally connected with the personal future directly.

8、 The motivation comes from the external.While the intrinsic motivation is not directly related to the personal future and economic interests Of learners. Learning motivation comes from the interest in English language or culture itself.The study of motivation is essential for teachers.And if the tea

9、cher does not understand the motivation of foreign language learning, it will be very difficult for him to accomplish his task as a teacher.Therefore, the author makes a small scale of questionnaire survey on English learning of non-English majors in Hefei University.KEY WORDS：Motivation theory;non-

10、English majors;English learning关于非英语专业学生学习英语的动机调查摘要学习动机是制约学生外语学习成绩的主要变量之一，长期以来受到外语学习者和教学者的广泛关注。动机的研究先驱Gardner认为动机=努力+学习某种语言要达到某种目的的愿望+对学习这门语言的积极态度。他的另一研究结果是把外语学习动机分为融入型（integrative）和工具型（instrumental）动机。融入型动机是指那种对目的语文化感兴趣并希望通过学习目的语而成目的语一部分的动机。工具型动机是指那种为通过考试、找到好工作、能够阅读目的语资料等而学习目的语的动机。另一位学者Harmer把动机分为外

11、在动机（extrinsic motivation）和内在动机（intrinsic motivation）。外在动机通常指动机与个人前途直接相关，动机来自外部。内在动机一般不与学习者的个人前途和经济利益发生直接联系。学习动力来自对英语语言或文化本身的兴趣。动机的研究对教师来说至关重要，如果教师不了解学生的外语学习动机，那么他很难出色的完成作为教师的任务。故此，笔者对本校非英语专业学生的英语学习进行了一次小规模的问卷调查。关键词：动机理论;非英语专业学生；英语学习 V1.Introduction Motivation has long been considered very important

12、in the field of Second Language Acquisition. Highly-motivated students often achieve greater success.So in order to enhance their motivation, teachers need to arouse students' interests in English, encourage positive attitudes towards English and raise students' self-efficacy. While many tea

13、chers have not enough knowledge about motivation theory. Thus, our group conducted the survey with the purpose of finding some useful implications for our college English teaching.This report is composed of 3 parts apart from the introduction and conclusion. Part1 is literature review that is the ba

14、ckground of this research. Part2 deal with the methodology of the survey including research questions, subject, date collection and data analysis.Part3 is centered on the results and discussion of the survey, which is composed of motivational differences between male and female learners, main types

15、of motivation of non-English majors and some implications for college English teachers.3. Literature Review2.1. The Definition of Motivation Motivation is some kind of internal drive that encourages somebody to pursue a course of action. The word “motivation” is often used to describe certain sorts

16、of behavior. A student who studies hard and tries for top grades may be describe as being “highly motivated”. In fact, motivation is a catchall term and there are different views on it. Brown(1994:152) defines motivation as such:”Motivation is commonly thought of as an inner drive, impulse, emotion,

17、or desire that moves one to a particular action.”Or, in more technical terms, motivation refers to the choices people makes as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect. This definition earns many people's approval. Researc

18、h on motivation in SLA has been heavily influenced by the work of Gardner and his associates.Gardner states that:”Language are unlike any other subject taught in a classroom in that they involve the acquisition of skills and behavior patterns which are characteristic of another community.”(Gardner,1

19、985:146)2.2. Types of MotivationIntrinsic and Extrinsic Motivation In focusing on the reasons why people choose to act in certain way, it becomes apparent that these reasons for our actions fall into different types.Sometimes we do something because the act of doing it is enjoyable in itself.At othe

20、r times we engage in an activity not because we are particularly interested in the activity itself,but because performing it will help us to obtain something else that we want.Cognitive psychologists,therefore,came to draw a distinction between intrinsic and extrinsic motivation.Csikszentmihalyi and

21、 Nakamura(1989) provide a clear definition of these concepts.Very simply,when the only reason for performing an act is to gain something outside the activity itself,such as passing an exam,or obtaining financial rewards,the motivation is likely to be extrinsic.When the experience of doing something

22、generates interest and enjoyment,and the reason for performing the activity lies within the activity itself,then the motivation is likely to be intrinsic. The intrinsic/extrinsic distinction has been influential in studies of motivation,and these concepts have been used in various attempts to explai

23、n differences in motivation between different learners.This research is based on the intrinsic/extrinsic distinction.3.Research Design3.1 SubjectsSubjects of this research were 70 non-English majors selected at random from different department of Hefei University. Among all the 70 subjects, they are

24、 from different departments. Whats more, 38 subjects were male and 32 subjects were female.3.2 InstrumentsInstruments used in this research were a questionnaire. The questionnaire was used to collect quantitative data. It was easy to ask a large number of subjects to finish the questionnaire and col

25、lect the quantitative data to analyze different kinds of non-English majors motivation about learning English.3.3 Data Collection Procedures The questionnaire (Appendix I) consists of two parts: the extrinsic motivation subjects to learn English (Question 18，Question 19, Question 20, Question 21, Qu

26、estion 22, Question 23, Question24 and Question25), and the intrinsic motivation of subjects to learn English(Question 6, Question 7, Question 8, Question 9, Question 10, Question 11, Question 12, Question 13, Question 14, Question 15, Question 16 and Question 17) in English learning process. The pi

27、lot questionnaire was conducted by 70 subjects who come from different departments at first, and then the question was devised. After that,70 questionnaires were conducted in non-English majors classes of different departments. 70 students were supposed to hand in their questionnaires, but in the en

28、d 10 of them failed to do this job. Then 60 valid questionnaires were collected.4.Results and DiscussionTable1 presents the difference between different sexes. malefemaleBelow CET420%12%CET 440%32%CET6 or above CET640%56%According to the Table 1,we can see that 56%of females have a English level of

29、CET6 or above CET6.While,males are just 14.29%.So,Table 1 reveals the females English level is apparently higher than males.Table2 presents the attribution of each choice in question4,5.Question12345 4F4%16%56%8%16%M2.86%25.71%42.85%14.29%14.29% 5F4%12%50%16%10%M5.71%22.83%34.29%20%22.86%M22.86%17.1

30、4%34.29%17.14%11.43%Notes:In the first line,1,2,3,4,5 stand for each choice.F:female M:male In the Analysis of data,we regard the level 3,4,5 as the high level of agreement on the question.The following percent results from adding up to the proportion of 3,4,5.Table 2 reveals there are some differen

31、ces between the two sexes. Question 4,the present level of satisfaction in English learning,the percent of Females is more than males.80% of females are relatively satisfied with their English level.72% of males are relatively satisfied with their English level.Q5,the level of satisfaction on the st

32、ate of English learning，75% of females are relatively satisfied with their state of English learning. While males are 70%.From the two question, we can see that though males are unsatisfied with their present state of English, they are not still willing to learn English. Table 3 presents questions a

33、bout the internal interest Question12345 6F4%20%32%21.42%20%M11.43%14.29%40%17.14%20% 7F0%20%40%20%20%M22.86%17.14%34.29%17.14%11.43% 13F4%28%36%20%12%M11.43%31.43%34.29%25.17%8.58% 14F4%12%44%21.42%20%M2.86%31.43%37.14%22.86%8.58% 15F4%12%32%40%10%M2.86%28.57%31.43%20%17.14% 16F8%21.42%36%21.42%8%M

34、20%20%25.71%28.57%5.71% In the Analysis of data,we regard the level 3,4,5 as the high level of agreement on the question.The following percent results from adding up to the proportion of 3,4,5. Questions 116 are the intrinsic motivation. Within these, Questions about the internal interest include Q6

35、,Q7,Q13,Q14,Q15,Q16.In Q6,73% of females think that English is very important to them, while the percent of males is 67%.In Q7,80% of females like English very, while the percent of males is 60%.In Q13,67% of females hope to understand the English books, while the percent of males is 53%. In Q 14,85

36、% of females wants to appreciate the English, the percent of males is 67%.In Q15,82% of females hope to appreciate English films,while the percent of males is 70.35.In Q16, 69% of females learn English because they are interested in people and culture of English countries,while the percent of males

37、is 60%.From these figures,we can conclude that females are more interested in English than males.Table 4 presents questions about individual achievement Question12345 8F12%20%44% 16%20%M2.86%22.86%34.29%17.14%23.57% 10F8%12%52%12%16%M5.71%20%45.71%11.58%8.58% 11F4%8%48%20%10%M8.58%22.86%40%11.43%17.

38、14% 12F0%16%21.42%28%40%M2.86%14.29%31.43%14.29%8.58% In the Analysis of data,we regard the level 3,4,5 as the high level of agreement on the question.The following percent results from adding up to the proportion of 3,4,5. Questions about individual achievement include Q8,10,11,12.In Q8,70% of fema

39、les think speaking English fluently is like a compliment to them,while the percent of males is 71%.In Q10,80% of females being able to speaking English will promote their social status and overall qualities.,while the percent of males is 74.5%.In Q11, 77.4% of females think learning English well can

40、 give them a scene of achievement,while the percent of males is 70%.In Q12,86% of females are eager to promote their English level,while the percent of males is 73%.Therefore,we can conclude that individual achievement has a stronger effect on females.Table 5 presents questions about the extrinsic m

41、otivationQuestion12345 17F0%16%20%21.42%44%M0%11.43%20%25.71%45.71% 18F4%8%21.42%36%32%M2.86%22.86%25.71%28.57%14.29% 19F4%21.42%28%32%16%M8.58%25.71%28.57%25.71%11.43%20F12%16%21.42%21.42%20%M8.58%31.43%31.43%20%20% 21F80%0%0%4%16%M54.29%25.71%0%0%11.43% 22F4%12%20%48%21.42%M17.14%14.29%25.71%25.71

42、%14.29% 23F16%20%52%4%8%M20%28.57%22.86%20%20% 24F21.42%20%40%4%12%M20%22.86%25.71%20%11.43% In the Analysis of data,we regard the level 3,4,5 as the high level of agreement on the question.The following percent results from adding up to the proportion of 3,4,5. Questions about the extrinsic motivat

43、ion include Q17,18,19,20,21,22,23,24.In Q17,85% of females learn English because they want to pass CET4/6 and other English examinations,while the percent of male is 89%.In Q18,82% of females think that it will be beneficial for them to find a good job,while 76% of males also think so.In Q21,65% of

44、females think the attitude to English learning is dependent on the English teachers,while the percent of males is 72%.In Q24,53% of females think they learn English because the English class is very interesting.These motivations of learning English belong to extrinsic motivation.We can find the stro

45、ng influence from these motivation. From the above analysis,we can conclude that the intrinsic motivation has a stronger effect on females than males.At the same time,females have higher scores.Thus,we can conclude that the effect of intrinsic motivation is stronger than the extrinsic motivation.5.C

46、onclusion The results of the survey reveal the main types of motivation of college non-English majors,the influence of the intrinsic and extrinsic motivation on students English learning,and the influence of sexes,which can be summarized as follows：1. The main types of motivation for college non-Eng

47、lish majors are intrinsic motivation and extrinsic motivation.2. Interests play an important part in learners English learning.3. Female learners have stronger motivation for English learning,and are more interested in English than male learners.It is widely accepted among researchers and educators

48、that motivation plays a very important role in successful attainment of language acquisition.Highly motivated students can get activity involves in the learning process and achieve greater success.However,lack of motivation seems to be a trend in our English classroom.Therefore,teachers ought to hav

49、e a better understanding of motivation theory and of students individual differences in order to enhance their motivation. On the whole,the study of motivation is very important in foreign language teaching.Only after knowing what motivational factors influence students English achievement and under

50、standing students internal and external needs can teachers effectively arouse students motivation and improve their teaching effects.BibliographyAusubel, D. Educational Psychology: A Cognitive View M. New York: Holt, Rinehart & Winston, 1968Maslow, A. H. Motivation and Personality M. New York: Harper & Row, 1970Williams, M. Psychology for Language Teachers M. Cambr