本科毕业设计-略探激发学生学习的内在动机以增城学院经济系学生为例

4-AbstractWiththedevelopmentofsociety,economics,technology,Englishhasbecomeamoreandmoreimportanttoolofcommunication.Atthesametime,facingtheopportunitiesandchallengesofferedbytheglobalization,Chinaisinthegreatestneedofprofessionaltalentswho,alongwiththeirownmajors,haveagoodcommandofEnglishastheirsecondlanguagetocommunicatewithdifferentpeopleindifferentfieldsofinternationalexchange.Thus,EnglishteachingishighlyexpectedtocontributetotheChineseeducationsystemandmotivatingthewholeatmosphereforChinesestudentsespeciallythosefromtheprivatecolleges.Economyisrelatedtopoliticsandtechnology.Andnowitistheageoftheeconomicglobalization.TherequirementforstudentstouseEnglishhasbeenimproved,especiallyeconomicmajors.Inourcountry,manyinstitutesofeconomieshavebeenusingEnglishtogiveclassesinmanykeyuniversities.Thoughtithasnotbeenextendedinourcollege(ZengchengCollegeofSouthChinaNormalUniversity),thestudentsneedtoimprovetheirEnglishskillswhichwilllendahandtotheirjobhuntingandself-studying.Allbehaviorsoflearningarebroughtaboutbylearningmotivation.Therefore,ithasbeenstudiedforalongtime.Thesefewyears,manyresearchersreportthattheEnglishlearningstateofcollegestudentsisverydisappointing,especiallyeconomicmajorstudents.SomeofthemlackEnglishlearningmotivation.However,Englishlearningseemsmoreandmoreimportantwiththedevelopmentofsociety.Nowadays,manycareerssuchascomputertechnicians,websiteeditors,orevensellersneedEnglishskills.Infact,ifyouwanttotakepartinabettercompany,youshoulddowellinEnglish.Inaword,sincemanystudentshavenotbuiltuparightEnglishlearningmotivation,theyfailinstudyingEnglish.What’smore,learningmotivationcanbedividedintointegrativemotivation,instrumentalmotivationandothermotivations.Studentshavemanytimestostudybythemselves,intheuniversity,butwecan’tignorethetimeinclass.Fromtheresultsofrecentstudy,manyscholarsemphasizeroletransitionofteachersintheclass.Asaresult,howtostimulatestudents’learningmotivationinlimitedtimeofaclassismoreandmoreimportant.Learningmotivationisinherent.Itisakindofpsychologicaltendencyorabilitywhichisexpressedinapositivepsychologicalstateandafavorablestudyenvironment.Therefore,thedissertationwillfocusonthestimulatingintrinsicmotivation;takeanexampleatnon-Englishmajorincollege.Keywords:learningmotivation;economicmajor;stimulate;intrinsicmotivation摘要随着社会，经济，科技的日益发展，英语已经成为一种日益重要的交流工具。同时，面临着全球经济化所带来的机遇与挑战，我国急需大量拥有丰富专业知识和技能，并且能够熟练地使用英语进行沟通。因此，我们迫切需要培养这样的复合型和实用型的人才。经济与政治，科学息息相关，经济类专业要求学生的英语水平也逐渐提高。我国大部分重点本科的经济类专业已经有全英教学的课程。我院（华南师范大学增城学院）经济类专业虽然还没有推广全英教学，但如果这类专业的学生能够掌握基础的英语知识，并能够熟练地运用英语沟通。这将会提高经济类专业学生日后的就业竞争能力和自主学习专业知识的能力。许多调查表明当代大学生学习英语的动机倾向已不能单一地归纳为是融合性动机倾向或者工具性动机倾向，很多时候是这两方面的结合。本文选择了独立学院经济类专业学生作为探究的对象。虽然在大学里，学生自主学习的时间居多，但也不能忽略课堂的时间。从近年研究结果看来，越来越多的研究者强调老师在课堂上角色的转换，因此教师如何利用课堂有限的时间激发学生学习的兴趣越来越重要。本文利用调查问卷，面对面访谈等方法，真实反映华南师范大学增城学院经济类专业学生学习英语的现状，并针对其喜好习惯提出激发学习英语动机的方法。关键词：学习动机；经济类专业；激发；内部动机

ContentsAbstract -ⅰ-摘要 -ⅱ-1.Introduction 11.1Rationale 11.2AimandObjective 11.3Organizationofthepaper 22.LiteratureReview 32.1Motivation 32.1.1Definitionoflearningmotivation 32.1.2Theimportanceofmotivation 32.2Typesofmotivation 42.2.1Extrinsicmotivation 42.2.2Intrinsicmotivation 42.2.3Previousstudiesofextrinsicmotivationandintrinsicmotivation 42.2.4Instrumentmotivation 42.2.5Integrativemotivation 53.ResearchMethodology 63.1Researchquestion 63.2Subjects 63.3Instrument 63.4Procedures 64.ResultandDiscussion 84.1Questionnaireresults 84.1.1ResultsoftheQuestionnaire 84.1.2AnalysisoftheresultsoftheQuestionnaire 104.1.3TheanalysisofthemotivationforEnglishlearning 104.2Studentinterviewresults 104.2.1TheanalysisofthedirectreasonsofEnglishlearningmotivation 114.2.2TheanalysisofhowateacheraffectingtheEnglishlearningmotivation 115.Conclusion 135.1Majorfindings 135.2Pedagogicalimplications 135.3Limitationsandsuggestions 14Workingreferences 15Appendix 17AppendixA:ASampleofQuestionnaireItems 17AppendixB:ASampleofInterviewtitle 18Acknowledgments 191.Introduction1.1RationaleSecondLanguageAcquisitionhasbeenanindependentsubjectinthe1970s.Inthepast30years,thestudycenterofSecondLanguageAcquisitionhadmovedfromexploringmethodsofteachingtoMultivariableresearch.Multivariableresearchcanbedividedintotwoforms.Oneisstudyinglearners’psychologicalprocesswhentheystudyasecondlanguage.Theotheroneisstudyinglearners’individualdifference.Learners’individualdifferenceisthemostimportantpartofresearching（Skeham,1989.）However,amongfactorssuchasage,languageaptitude,learningstrategiesandmotivation,learningmotivationisoneofthemostinitiativefactors.From1950s,motivationresearchiscloselycombinedwithstudy,manyresearcherslikeAtkinson(1966)raisedAchievementMotivationTheory,Weiner(1970)raisedRetirementEffectTheory,itmademotivationresearchmovefurtherwithsocialpsychology,sociologyandacknowledge.After90s,researchesofGardner(1985)andLambert,Clement(1990)werefrompsychologicalperspective,andfromthenon,itledalargenumberoffollowers.Deci（1985）andRyan（1995）putforwardAHeartMotivationTheory--Self-DelaminationTheory.Chomsky(1988:181)everstressestheimportanceofstimulatingthelearner’smotivation,“thetruthofthematteristhatabout99percentofteachingismakingthestudentsfeelinterestedinthematerial.Throughoutallthekeyfactorsthatgivethemostinfluentialimpetustotheteachers,learningmotivationmaybetheuniqueone.Itseemsthatlearningmotivationismorelikelytohappenwheneverwearedeterminedtolearnsomething.Therefore,stimulatingthelearnershouldbethetoppriorityoftheforeignlanguageteacher’stask.InChina,studyingmotivationresearchcanbedividedintotwostages.From80sto90s,researchofmotivationwasjustbudded.Manydomesticscholarsimportedtheoryfromoversea.First,theyintroducedandtranslatedthosetheories,andthen,discussedandpublishedworks.Manybooksandpaperssawmotivationasanimportantfactorofsocialpsychological.Andtheymainlystudyintheeffectofmotivation.Thesecondstageisfrom90stonow.Duringthisstage,researchersnomorebeinglimitedtosinglesocialpsychological,theystudyitfromphysiology,behaviorism,acknowledgeandsociology.Atpresent,therearetwotendenciesofresearchingmotivation.Oneisdiscussingcomponentsofmotivationintheory.Theotheroneisdiscussinginnerstructureofmotivationbyempiricalmethod.Withdevelopmentofsociety,manyscholarsfocusonlearners’emotionalfactorsandmotivationresearch.Theyhavebegunstudylearner’sindividualcharacterdifference.1.2AimandObjectiveThisstudyaimstofindouttheeffectivewaytodevelopeconomicmajorstudents’motivationinlearningEnglish.Ingeneral,thestudyhasthefollowingthreesubjunctives:(1)toinvestigatetheexistingsituationoflearningasecondlanguageofeconomicmajorstudents.(2)tofindoutsomeeffectivemethodstoovercomestudents’negativethinking,emotionandbehavior.(3)todrawusefulimplicationsoftrainingeconomicmajorstudents’motivationTobespecific,thisstudyattempttoanswerthefollowingthreequestions:(1)whatistheexistingsituationoflearningEnglishofeconomicmajorstudents?（2）Whatistheeffectiveoftrainingmotivationoflearning?（3）Whatusefulimplicationsoftrainingmotivationoflearningcanbedrawn?1.3OrganizationofthepaperThispaperisdividedintofivechapters.Chapteroneservesasanoverallintroductiontotherationaleandaimofstudy.Chaptertwoisanoverviewofthetheoriesandstudiesrationaletomotivation.Chapterthreedescribestheresearchmethodology,includingresearchquestions,subjects,design,instruments,datacollectionandsoforth.InChapterfourtheresultoftheinvestigationandexperimentwillbepresentanddiscussedobjectivelyandindetail.Finally,Chapterfiveisdevotedtotheconclusioninwhichwewillputforwardthemajorfindingandimplicationsofthestudy.2.LiteratureReviewInthischapter,wewillbrieflyintroducethetheoriesandstudiesconcerningmotivation,integrativemotivationandinstrumentalmotivation.2.1Motivation2.1.1DefinitionoflearningmotivationTheconceptofmotivationhasinterpreteddifferentlyastheoriesofpsychologywhichhaveadopteddifferentperspectives,andthetermhascometobeusedindifferentwaysbydifferentpeople.AccordingtoWilliamsandBurden(1997)theword‘motivation’isonlymeaningfulinrelationtoaparticularaction.Morethanthat,theconceptofmotivationiscomposedofmanydifferentandoverlappingfactorssuchasinterest,curiosity,oradesiretoachieve.Theseinturnwilldifferindifferentsituationsandcircumstances,andalsobesubjecttovariousexternalinfluencessuchasparents,teachersandexams.Thusanydiscussionofmotivationisinevitablycomplicated.Learningmotivationmeansthatstudentsfindoutitismeaningfulandvaluabletostudy,andtheytrytheirbesttogetexpectedlearningbenefits.AsBrophysaid,itisacognitivereaction,anditinvolvesgettingmeaningofanactivity,understandingknowledgewhichitinvolves,andgraspingskillswhichitpromotes.（Brophy,1983;Brophy&Kher,1986）Learningmotivationisinherent.Itisakindofpsychologicaltendencyorabilitywhichisexpressedinapositivepsychologicalstateandafavorablestudyenvironment.2.1.2TheimportanceofmotivationMotivationisattheheartofmanyofthemostimportantconcernsofteachers.Itisoneofthemostimportantprerequisitesforlearning,anditisoneofthemainfactorsfordifferentlearnerstoachievedifferentdegreesofsuccess.Inanarticlewrittennearlythirtyyearsago,Girard(PennyUr,2000:276)in1977emphasizedthatitisanimportantpartoftheteacher’sjobtomotivatelearners.Inmorerecent“learner-centered”approachestolanguageteaching,however,theteacher’sfunctionisseenmainlyasaproviderofmaterialsandconditionsforlearning,whilethelearnertakesresponsibilityforhisorherownmotivationandperformance.Withtheforeignlanguageteachingandresearchturningfromlanguageknowledgetolanguagelearners,thestudyofthedifferencesofstudentindividualbecomesoneofthefocuses.Chomsky(JaneArnold,2000:13)pointedouttheimportanceofactivatinglearners’motivation:”Thetruthofthematteristhatabout99percentofteachingismakingthestudentsfeelinterestedinmaterial”.Motivationinvolvesthelearner’sreasonsforattemptingtoacquiretheforeignlanguage,butpreciselywhatcreatesthemotivationisthecruxofthematter.2.2TypesofmotivationItisofgreatimportancenotonlyinpedagogicalbutalsoinpsychologicalperspectivetomakeclearofthetypesoflearningmotivationforthesecondlanguagelearnersandteacherssoastopavethewayforfurtherstudy.Thus,thefollowingpartsaregoingtoillustratethekeyaspectsofmaintypesoflearningmotivationsoastolayoutacomprehensiveperspectiveofoverthenatureofmotivationandmakebetterunderstandingofit.2.2.1ExtrinsicmotivationPerhapsthemostinfluentialdimensionofthemotivationconstructingeneralisthedegreetowhichlearnersareextrinsicallyorintrinsicallymotivatedtosucceedinatask.Extrinsicmotivatedbehaviorsarecarriedoutanticipationofarewardfromoutsideandbeyondtheself.Typicalextrinsicrewardsaremoney,prizes,grades,andevencertaintypesofpositivefeedback.2.2.2IntrinsicmotivationDeci(1975:23)definesintrinsicmotivationasfollows:Intrinsicmotivatedactivitiesareonesforwhichthereisnoapparentrewardexcepttheactivityitself.Peopleseemtoengageintheactivitiesintheirownsakeandnotbecausetheyleadtoanextrinsicreward—intrinsicmotivatedbehaviorsareaimedatbringingaboutcertaininternallyrewardconsequences,namely,feelingsofcompetenceandself-determination.2.2.3PreviousstudiesofextrinsicmotivationandintrinsicmotivationForalongtime,manymotivationtheoriestendtodescribeintrinsicmotivationandextrinsicmotivationasanincompatibleofoppositeside.However,manyscholarshaveanewidea.Theyconsiderintrinsicmotivationandextrinsicmotivationareinthesamecontinuum.Inotherword,whensomeone’spuremotivationturnsfromthesideofextrinsictothesideofintrinsic,itsautonomyisbeingincreased.Moreover,atthemomentthatweconsiderextrinsicmotivationcanreplenishtheshortageofintrinsicmotivation,theideaofextrinsicmotivationwillbreakdownintrinsicmotivation,isbeingdecreased.Eventhough,manymotivationtheoristsstillbelievethatintrinsicmotivationismorepopular,sinceitwillsupportstudentstokeeprichinterestinlearning.2.2.4InstrumentmotivationIntheextensivestudymadebyGardnerandLambert(1972),motivationisexaminedasafactorofanumberofdifferentkindsofattitude.Twodifferentclusterofattitudedeterminetwobasictypesofmotivation:instrumentalmotivationandintegrativemotivation.Instrumentalmotivationreferstomotivationtoacquirealanguageasmeanstoattaininginstrumentalgoal:furtheringacareer,readingatechnicalmaterial,translation,andsoforth.Itreflectsthepracticalvalueandadvantageoflearninganewlanguage.Instrumentalmotivationmeanswantingtolearnalanguagebecauseitwillbeusefulforcertain“instrumental”goals,suchasgettingabetterjob,positionorstatus,readingaforeignnewspaper,passinganexam,andsoon.Instrumentalmotivationreflectsthepracticalvalueandadvantagesoflearninganewlanguage.Aninstrumentallymotivatedpersonhaslimitedinterestinthepeopleandthecultureofthetargetlanguagecommunity(TLC).SomeresearchevidenceshowsthatstudentsofEnglishwithhigherinstrumentalmotivationscoredhigherintestsofEnglishproficiency.(YasmeenLukmani,WangLifei,2000:163)2.2.5IntegrativemotivationIntegrativemotivationisemployedwhenlearnerswishtointegratethemselveswithinthecultureoftargetlanguagegroup,toidentifythemselveswithandbecomeapartofthesociety.Itreflectsasincereandpersonalinterestinthepeopleandculturerepresentedbythatcommunity.Integrativemotivationmeanswantingtolearnalanguageinordertocommunicatewithpeopleofanotherculturewhospeakit.Forthiskindofmotivation,studentsneedtobeattractedbythecultureoftheTLC,andinthestrongformofintegrativemotivation,theywishtointegratethemselvesintothatculture.AweakerformofsuchmotivationwouldbethedesiretoknowasmuchaspossibleaboutthecultureoftheTLC.Studiesshowthatintegrativemotivationgenerallyaccompaniedhigherscoresonproficiencytestsinaforeignlanguage.Theconclusionfromthesestudieswasthatintegrativemotivationmayindeedbeanimportantrequirementorperhapsabsolutelyessentialforsuccessfullanguagelearning.(WangLifei,2000:163)3.ResearchMethodologyInthischapter,themethodologyusedinstudywillbedescribed,intermsofresearchquestions,researchsubjects,design,instruments,datacollectionandmethodareelaboratedinturn.3.1ResearchquestionTobespecific,thisstudyattemptstoanswerthefollowingthreequestions:(1)whatistheexistingsituationoflearningEnglishofeconomicmajorstudents?（2）Howtostimulatelearningmotivation?（3）Howdoesateachingstimulatestudents’learningmotivationintheclass?3.2SubjectsThisstudywasconductedinZengchengCollegeofSouthChinaNormalUniversityfromOctober2011toJanuary2012.Thesubjectsparticipatinginthestudyare120freshmenfromeconomicmajorofZengchengCollegeofSouthChinaNormalUniversity.Inaddition,thesubjectsintheoralinterviewaretenstudentsinall,whoparticipatedinthisresearch.3.3InstrumentTheinstrumentsforthisresearcharequestionnaireandinterview.Thewholequestionnairedesignwentthroughaseriesofsteps.First,inrefinedconstructedinterviewquestionnaires,thecertainrespondentshavetoanswerfiveopenquestions.Inthiscase,thequestionsarewellcontrolled,andtherespondentsdonothavetheopportunitytoelaborateontheanswer;inthelightofthis,wecanmakesurethecommentsfromallparticipants’objective.Second,13questionsaredesignedbythewriterofthispaper.Thefirstpartareoralinterview,itincludedfiveopenquestionsthatneedtheinterviewees,thestudentstoanswerfacetofacewiththeinterviewer.Thosequestionscangatherinformationonfactorswhichinfluencestudents’motivation.Thefirstquestionisaboutthedirectreasonsofthestudentsstrivetoacquiretheforeignlanguage.Thesecondquestionisaboutstudents’evaluationoftheirlearningmotivationforEnglish.Thethirdquestionconcernsaboutwhatfactorsinfluencetheresultsoflearningmotivationintheprocessoflearning.Theforthquestionisaboutstudents’opinionsontheirlearningmotivationforEnglishandthelastquestionrequiresthestudentstocommentonhowtheycanstimulateorsustainthelearningmotivation.ThesecondpartistheEnglishlearningquestionnaire,writteninChinese,composedoftwoparts.Part1coversthepersonaldetails,gradeandsomeinformationabouttheirEnglishteacher.Whilepart2involvedtheaspectsofstudents’EnglishlearningmotivationandthereasonstolearnEnglish.The21itemsinthequestionnairearecategorizedinto3mainsubscales,thatis,intrinsicmotivation(Item1-7),extrinsicmotivation(Item8-15)andfunctionofateacher(Item16-21).Eachitemcallsforaresponsefromthefivescales“Stronglyagree,agree,undecidedandstronglydisagree”3.4ProceduresThedatagatheredconsistedofthetwoparts:theresultsfromthequestionnairequestionsandtheresultsfromtheoralinterviewswiththestudents,whowereinterviewedonebyoneandfacetoface.Whiletheinterviewwasconducting,theinterviewerdidn’tdisturbtheparticipantbycommentingontheirpointofviewsonthequestions.Therefore,thisresearchcanproducetheresponsesfromthestudentstothequestionsveryobjectivelyandeffectively.AndtheinterviewwasorganizedinChinese,becausetheEnglisharelikelytoconfusethestudentsduetotheinterviewees’proficiencyinEnglish.Afteralltheworkwelldone,theresultsfromthequestionnairequestionsandthe10intervieweeswerecollectedandanalyzedwithExcel2010.4.ResultandDiscussionDataanalysis,asanimportantstepinconductingresearch,linkstherawdatacollectedtothefinalmeaningfulresultsinthepaper.Inthissection,theresultsof120students’macroresponsestothequestionnaireanddetailedanalysisarewellpresentedasfollows:4.1Questionnaireresults120studentscompletedthequestionnaire.Allquestionnairehandoutswerecollectedatonetime,andthefollowingfiguresandtablesareshownconcerningthemotivationtypesandlevelinadditiontoreasonsofstudents’motivationatpresentstage.4.1.1ResultsoftheQuestionnaireTable1TheresultsofintrinsicmotivationItemsSAANDSDIntrinsicMotivation113.4%17.5%29.6%22.5%17%28.2%11.1%35.4%28.7%16.6%310.1%21.4%29.4%17.7%21.4%418.7%28.8%27.6%12.5%12.4%514.3%22.7%29.5%19.8%13.7%615.5%20.7%30.4%19.7%13.7%713.4%22%36.8%15.6%12.2%Table1:Resultsofintrinsicmotivation(SA=stronglyagree;A=agree;N=neutral;D=disagree;SD=stronglydisagree)Table2ResultsofextrinsicmotivationItemsSAANDSDExtrinsicMotivation88.9%15.6%30.2%28.7%16.6%928.4%39.8%21.4%7.6%2.8%1030.3%33.4%20.8%8.9%6.6%1117.6%18.8%28.6%22.5%12.5%1213.3%20.8%29.7%16.7%19.5%1329.9%28.7%17.8%18.8%4.8%148.9%14.4%29,4%27.6%19.7%1515.3%12.7%30.4%22.5%19.1%Table2:Resultsofextrinsicmotivation(SA=stronglyagree;A=agree;N=neutral;D=disagree;SD=stronglydisagree)Table3ResultsoffunctionofateacherItemsSAANDSDFunctionofateacher1620.2%28.9%20.7%18.7%11.5%1720.4%29.5%27.6%17.5%5%1817.1%18.6%20.8%28.7%14.8%1922.9%29.8%27,6%10.9%8.8%2015.3%19.8%24%24.5%16.4%2120.3%25.6%21.9%24.8%7.4%Table3:Resultsoffunctionofateacher(SA=stronglyagree;A=agree;N=neutral;D=disagree;SD=stronglydisagree)4.1.2AnalysisoftheresultsoftheQuestionnaireThispartpresentstheanalysisanddiscussionoftheresultsofthestudyonthemotivationandmotivationalmeanscoresofstudentsaccordingtothegenderofparticipants.4.1.3TheanalysisofthemotivationforEnglishlearningToanswerthefirstresearchquestion:whatarethetypesandtendenciesaboutmotivationforlearningEnglishforfreshmenataprivatecollege,anobjectiveandstatisticdescriptiononitwasconductedaccordingtothequestionnaire(SeeAppendixⅠ).Theitems1-7concernintrinsicmotivationandtheitems8-15concernextrinsicmotivationingeneral.TheresultsofTable1andTable2indicatethatstudentshavestrongextrinsicmotivationbutweakintrinsicmotivationinEnglishlearning.ThemajorityofthemthoughttheylearnEnglishtopasstheexaminationsandtogetthediplomaforgoodjobsaftergraduation.Theresultsfromitem2showthatlessthan20%ofstudentshaveinterestinEnglishlearning,andmostofstudentsarelackofconfidentinspeakingEnglish.Theresultsofitem9and13showstudentsareunderthegreatpressureofpassingCET-4andCET-6beforegraduation.ItindicatesthatthehighdemandssetbythemodernsocietyforEnglishproficiencyhadexertedstronginfluenceonthestudents’Englishlearningmotivation,makingthemregardEnglishasasteppingstonetosuccess.Tosumup,economicmajors’Englishlearningmotivationismainlyextrinsic,comingfromtheirpracticalneeds,suchaspassingexaminations,futurecareerconsiderations.TheresultsfromTable3showthatvariousappropriateEnglishteachingmethodsandtherelaxedclassroomEnglishlearningatmospherecanimprovestudents’intrinsicmotivation.Ateacherplaysavitalimportantpartinstimulatingastudent’sintrinsicmotivation.4.2StudentinterviewresultsTheinterviewhasinvolvedfiveopenquestionsthatneedstudentstoanswerfacetofacewiththeteachersoastofindoutwhatfactorsmayalsoaffectthestudents’learningmotivationandhowistheirdesiredteachertobe.Thefollowingpartsaretheresultsandanalysisofinterviewquestions,whichsurelysupplyfurtherinformationonstudents’learningmotivation.4.2.1TheanalysisofthedirectreasonsofEnglishlearningmotivationThefirstquestionisabouttheoverallreasonorpresentmajorstateforfreshmentolearnEnglish.Mostofintervieweesheremakemainlytwokindsofcomments,whichseemtobeoppositetoeachother.OneistheyhavestrongmotivationtolearnEnglish.Ontheotherhand,someofthemdonotknowwhytheyarelearningEnglish.AsaysshelikesEnglishitselfandthinksthathavingagoodcommandofEnglishcanmakethecommunicationwithforeignersmoreefficientlysoastolayagoodfoundationforgoingabroadforfurtherstudyoneday.Thispointofviewdominatesthevariousopinionsmadebythestudentsparticipatinginthissurvey.Badded“IlearnEnglishbecausemyparentsdemandme.Iwanttobeagoodstudentinschoolandgoodchildathome.”Withtheanswersgivenbystudentsabove,itisquiteclearthatmostofthemhavedefinitemotivationtowardEnglishstudy.Butsomeonemaybeconfusedaboutit.Therefore,itisakeyproblemforateachertogiveoutproperguidanceaboutwhatislearningmotivationandhowimportanceitis.4.2.2TheanalysisofhowateacheraffectingtheEnglishlearningmotivationTheforthquestionisconcernedabouthowateacheraffectingtheEnglishlearningmotivation.Thedatacollectedfromthestudents’responsestothisquestioncanbediversifiedaccordingtodifferentstudents.Theresultcanbedividedinto3differentaspects.Onesays“Myteacherisaknowledgeablegirl,IgetonwellwithherlikefriendssowhereverIgettroubleinstudyorlife,Iliketalkingtoher.ItisherthatIlikelearningEnglish.”Anotheronewriteslikethat,sheisagoodteacher,andshecanteacheruswell,butIdonotoftencommunicatewithher.Idon’tknowhowsheaffectsmeinlearningEnglish.Ijustdonotwanttobelateforherclassandhandonhomeworkontime.”Andthereissomeonetoadded“MyEnglishispoor,andIreallydon’tknowhowtolearnEnglish.Myteacherdoesnottakecareofme.Ijustlikeanordinarystudentgetaneligiblegradeineachtest.”Withtheanswersgivenbystudentsabove,itisquiteclearthatteachersplayanimportantpartinstimulatingstudents’learningmotivation.Teachersinchargeoftheclassandeachsubjectshallcooperatetohelpthosewithlearningdifficulties.Askmorequestionsinclass,designquestionsatdifferentlevelsandsimplifysomequestionssothatstudentscananswermostofthemandthusfeelthatstudyingisnotthatdifficult.Givingparticipatingchancestothosestudentswithlearningdifficultiesandletthemmakesomeprogressinstudies.Teachersshouldgivestudentspositivefeedbackthatwillaffecttheirsenseofachievement,theirmotivationtoachievementandtheestablishmentoftheirself-efficacy.Firstly,helpstudentswithlearningdifficultiesovercometheinferioritycomplexandthencompletethebasicrequirementsintheteachingmaterialsandtask-basedsyllabus.Startfromthelowestachievablestudygoalandimprovethedifficultyofthegoalgradually.Letthosestudentsexperiencethehappinessofsuccessinstudyingandgettogetherwiththeirclassmates.5.ConclusionInthischapter,anoverallconclusionwillbegivenafterdiscussingallthedata.Frist,itpresentsthemajorsfindingsofthisresearch.Thepedagogicalimplicationsderivedfromthesefindingsareputforward;thelimitationsofthestudyarelisted.Finally,theproposalstotheteachingstrategiesarepresentedtocontributetothestimulationoffreshmen’sEnglishlearningmotivationateconomicmajorofZengcheng5.1MajorfindingsThisthesiswasconductedinFebruary1st,2012atZengchengCollegeofSouthChinaNormalUniversityinvolving120students,whoparticipatedinthequestionnairesurveyandtenof