心理学 英语专业学生学习动机及其成绩的相关性研究

摘要学习动机是学生学习的内部动力，是激发学生学习积极性的重要因素。了解学生的学习动机，能够使教学工作开展的更加顺利。学生学习动机的培养和激发是一条需要不断探索和创新的道路。本文旨在通过调查宁德师范学院商务英语专业学生学习动机的影响因素，探索培养学生学习动机的方法，提高英语专业学生的学习兴趣，养成良好的学习习惯，并为其他同等高校培养学生学习动机提供借鉴意义。整篇论文被分为了四个部分。第一部分从整体上介绍本选题的背景和意义。第二部分列出文献综述，即国内外学者对学习动机的相关研究。第三部分介绍所用到的四种调查方法，其中以问卷调查法为主，还有数据分析与整理。接下来的第四部分是研究发现和研究启示，并在此基础上从学生、家长、学校和老师三个方面提出激发和培养学生学习动机的方法。关键词：英语专业；学习动机；激发和培养

CorrelationofEnglishMajors’LearningMotivationandTheirAcademicPerformanceAbstractLearningmotivationistheinternalmotivationofstudents'learning,anditisanimportantfactortostimulatestudents'learningenthusiasm.Understandingthestudents'motivationforlearningcanmaketheteachingworkdevelopmoresmoothly.Thecultivationandstimulationofstudents'learningmotivationisaroadthatneedscontinuousexplorationandinnovation.ThispaperaimstoinvestigatetheinfluencingfactorsoflearningmotivationofNingdeNormalUniversity,exploremethodstocultivatestudents'learningmotivation,improvetheirinterestinlearning,developgoodlearninghabits,andprovidereferencesignificanceforcultivatingstudents'learningmotivationinotherequivalentprivateuniversities.Thewholepaperwasdividedintofoursections.Thefirstpartintroducesthebackgroundandsignificanceofthistopicasawhole.Thesecondpartliststheliteraturereviewonthemotivationofscholarsathomeandabroad.Thethirdpartintroducesthefoursurveymethodsused,whicharemainlyquestionnairemethodanddataanalysisandcollation.Thefourthpartnextistostudydiscoveryandinspiration,andbasedonthisbasis,toproposemethodstostimulateandcultivatestudents'learningmotivationfromthreeaspects:students,parents,schoolsandteachers.Keywords:Englishmajor;learningmotivation;motivationandtraining

目录TOC\o"1-3"\h\u188091.Introduction .IntroductionNowadays,thereformofChinesepoliticalandeconomicsystemsisdeepening,andsocialdevelopmentischangingrapidly.Therefore,student’slearningmotivationisalsoconstantlydevelopingandchanging.Atthesametime,thelearningenvironmentandlifeincollegesanduniversitiesalsopromotethecontinuousdevelopmentandchangeofstudent’slearningmotivationintheaspectsofcontent,intensity,type,andgrade.1.1BackgroundofthecurrentresearchOnespecificaspectofEnglishlearningmotivationisstudents’understandingofthevalueofEnglishlearningapplication.Manystudentsoftenaskteachers,“What'stheuseoflearningEnglish?”StudentsasksuchaquestionmainlybecauseoftheimpactandchangethatEnglishlearningcanbringtotheirlivesinthefuture.Therefore,inordertomakestudentsrealizethesignificanceandvalueofEnglishlearning,sothatstudentscanmakechangesandimprovetheirlearningmotivationthroughactiveEnglishlearning,EnglishshouldbeintegratedintolifeandstudentsshouldbeintegratedintoEnglish.1.2PurposesandsignificanceoftheresearchLearningmotivationplaysanimportantroleinstudents’learning,andthistopicexpoundsthemeaningofmotivation,severalrepresentativemotivationtheories,andusesthesetheoriestocultivateandstimulatestudents’learningmotivation.Theaimistoprovidereferenceforteacherstostimulatestudents’enthusiasmandinterestinlearningintheteachingprocess,anditisalsoofgreatsignificancetocultivatestudents’goodhabitsofactivelearningintheteachingprocess.InthefirstthreeyearsofthepaperselectionofreferencesfoundthatNingdeNormalUniversityforbusinessEnglishlearnerslearningmotivationhasnotbeeninvestigated.Forthispurpose,theauthorconductedasurveyandresearchonbusinessEnglishlearnersinNingdeNormalUniversitythroughonlinesurvey,interviewandquestionnairesundertheguidanceofteachers,andcollectedthefactorsoflearningmotivationofbusinessEnglishstudentsinNingdeNormalUniversity,suchas:learninginterest,learningmotivation,learningstrategies,attribution,evaluationcriteria,rewardandpunishment.Onthebasisofcompilingthecompletedata,thispaperanalyzesthestudents’learningmotivationstatusinbusinessEnglishmajor,thestageandreasonsforstudents’lackoflearningmotivation,andfindsthemeasuresandmethodstostimulateandcultivatebusinessEnglishmotivation.Theresearchresultsofthisprojectmayhelpschoolsandteacherstounderstandthevariousfactorsthataffectstudents’learningmotivation,andithasgreatpracticalsignificanceforeducationandguidanceofstudents,helpingstudentstostudyhealthilyanddevelopharmoniously.DuetothehighsimilaritybetweenNingdeNormalUniversityandotherprivateCollegesatthesamelevel,theresearchresultsofthistopichavecertainreferencesignificancetootherprivateuniversitiesatthesamelevel.However,sinceIamalsoastudentmajoringinBusinessEnglish,Iaminexperienced.Therearesomelimitationsandshortcomingsinthispaper.2.LiteratureReviewLearningmotivationisthedirectdrivingforceofstudents’learningbehavior.Itisrelatedtowhetherstudentsarewillingtolearnandwhethertheylearnwellornot.Italsoaffectsthequalityofpopulationandthequalityoftalentcultivationinacountry.Atthesametime,thecultivationoflearningmotivationcanalsofurtherexploreandverify,enrichthetheoryofmotivation,sothestimulationandcultivationoflearningmotivationisaveryimportanttopic.Thispaperanalyzestheinfluencingfactorsoflearningmotivationandexploresthewaystocultivateitbycomparingtheresearchstatusoflearningmotivationathomeandabroad.2.1ForeignresearchesFromthedomesticandforeignliteraturecollectedinthispaper,althoughitseemsfruitful,therearefewliteraturesonthestudyoflearningmotivation.However,inthefieldofresearchandobject,itisraretoseetheexplorationonthelearningmotivationofbusinessEnglishmajorsinprivateundergraduatecollegesanduniversitiessystematically.DanielBaileypresentedstructuralequationmodelingtodiscussthemotivationofasynchronouscollaborativewritingpracticeandvideosynchronousspeakingpractice(DanielBailey,2020).Theresultsofthecross-sectionalsurveyshowedthatcomparedwithstudentswhoreportedthemotivationofonlinespeakingpracticesynchronizedwithvideo,studentswhoweremotivatedbyonlinecollaborativewritingweremorelikelytogenerallyenjoyonlinelearningandhadpositivemotivationforonlinesecondlanguagewritingandspeakingpractice.Theresultsarediscussedintermsofthetheoreticalsignificanceofmodelinge-learningmethods,whichareimportanttopromotetheeffectivenessofteachingandtrainingandtransformativelearning,aswellastostimulateanddevelopstudents’learningmotivation.Somepeoplethinkthatmotivationisdeterminedbylearners’effort.Forexample,Ellis(2019)thinksthatmotivationrefersto“effortwhichlearnersputintolearningasecondlanguageasaresultoftheirneedordesiretolearnit”.Othersdefinemotivationonthebasisofintegratinggoalandeffort.Forexample,Brown(2018)believesthatmotivationreferstothechoiceofthegoalpursuedandthedegreeofeffortsmadetoachievethisgoal.Fromthestateofmotivation,somepeoplethinkitisstatic.WilliamsandBurden(2017)fromtheperspectiveofsocialconstructivism,believesthatmotivationisthestateaftercognitiveandemotionalstimulation.Inthisstate,inordertoachievetheexpectedgoal,itdecidestheactiontobetaken,andmaintainsthementalandphysicalefforts.Inaword,people’sdifferentperspectiveswillnaturallyleadtodifferentanalysisresultsoflearningmotivation.2.2DomesticresearchesBaoJuan(2017)pointedoutinReviewofForeignLanguageLearningMotivationResearchatHomeandAbroadthatmostofthecurrentdomesticstudiesonforeignlanguagelearningmotivationarebasedontheclassicalandextendedmodels,buttheyarealldevelopedindifferentforeigncontextsandarenotnecessarilyapplicabletotheEnglishlearningenvironmentintheChinesecontext.Therefore,onthebasisofanalyzingandsummarizingalotofliterature,itisnecessarytoconductin-depthresearchonmotivationalcomponentsandtherelationshipbetweenmotivationalcomponentsandmotivationalstrength.DengHuiping(2017)mentionedintheInvestigationandExperimentalStudyoftheCharacteristicsofCollegeStudents’LearningMotivationthatwiththeriseanddevelopmentofcognitivepsychology,moreandmoreattentionhasbeenpaidtothestudyofmotivationfromthecognitivepointofview,andthecognitivemotivationhasbecomethemainstreamofmotivationalresearch,andmanyresearchresultshavebeenobtainedinthisperiod.However,thetheoreticalempiricalresearchisstillrelativelylacking,andthereareshortcomings.Shownas:1.Theresearchismainlyconcentratedinprimaryandsecondaryschools;Singleinterventionalstudies;Researchfocusesonproblemstudents;Theresearchismainlycarriedoutinthespecificcurriculumofteachingactivities.Basedontheabovereasons,onthebasisoftheintermediarycognitivefactorsofcomprehensivecognitivemotivationtheory,apreliminarystudyismadeonthecharacteristicsandtrainingmethodsofcollegestudents’learningmotivation.ChenYangfangaimsatthephenomenonof“dumbEnglish”incollegeEnglishfromthepaperStudyonthemotivationtrainingofChinesecollegestudents’self-learningmotivationinspokenEnglish(ChenYangfang,2019),startingfromtheanalysisofthelackoflearningstrategies,learningmotivationisnotstrong,accordingtopsychologicalmotivationtheoryandsecondforeignlanguagemotivationtheory,combinedwiththeuniqueEnglishfoundationandlearningneedsoflocalcollegestudents,fromthevalueanalysis,demand,confidenceandstrategyofstudents'motivationtolearnspokenEnglishincollege,thestudyshowsthatmotivationtrainingcansignificantlyimprovethelearner’soralperformance.MengTian(2014)pointsoutinTheMotivationandTrainingStrategyofEnglishLearningMotivationthatthecultivationofstudents’motivationforEnglishlearningdependsonthecorrectstrategytrainingplan,effectivelytrackingresearchandnecessaryinterviewsorquestionnaires,collectingstudents’relevantneeds,andcarryingoutnecessaryneedsanalysisinordertohelpstudentschoosetherightteachingmaterialsandmakeprogresstobetterstimulatestudents'motivation.Thisrequiresthecooperationofteachersandstudents,aswellasatthemacrolevel.Throughthecultivationofstudents’Englishreadingstrategy,wecanimprovestudents’readingexperience,improvereadingqualityandenhancestudents’learningconfidence.ShiLihong(2016)pointsoutthestrategiestoimprovemotivationfromtheperspectiveofteachersandlearnersinResearchonLearningMotivationinTwoLanguages:FromTheorytoPracticeandintroducesthreetypesofmotivation,namelyqualitativeresearch,quantitativeresearchandmixedresearch.Learningmotivationstemsfromavisionoffuturegoalsandaperceptionoftheoverallpath.Fullyunderstandingthepositiveemotionaleffectsofdirectionaldynamicflowisofgreatsignificancetoimprovelearners’senseofself-efficacy.YangNan(2020)foundthatthedegradationofstudents’learningmotivationandself-identificationmotivationdegradationaremorecommonaccordingtotheusualclassroomobservationandcommunicationbetweenteachersandstudentsinADiagnosticCaseAnalysisofLearningMotivationDegradationofCollegeEnglishMajors.Motivationdegradationisnotlimitedtostudentswhofail,andstudentswithexcellentacademicperformancealsohavedifferentdegreesofmotivationdegradation.Thesamestudenthasdifferentdegreesofmotivationalchangeforthesamecourseanddifferentcoursesatdifferentstagesofstudy.Therefore,bytrackingthechangetrajectoryofindividualmotivationoflearners,studyingthedegreeofinfluenceofself-cognition,teacherspeechbehavior,peerpressure,learningstrategy,socialenvironmentandotherfactorsonstudents’learningmotivation,andthencarryingouteffectiveteachingdesignandpsychologicalattention,guidingstudentstolearntoanalyzeandevaluatetheinfluenceofcognitionandemotiononself-learningmotivationandmakingeffectivestrategicadjustment,ithasimportanttheoreticalandpracticalsignificancetohelpstudentsovercomemotivationdegradationandstimulatelearningmotivationtoimprovelearningquality.LiuHuijun(2014)pointedoutintheAnalysisoftheStateofDomesticLearningMotivationResearch1994-200that,asfarasthecurrentresearchsituationoflearningmotivationinChinais,therearetwokindsofmotivationalchangeproceduresthatarefeasible,oneisforspecialindividuals,thepurposeofwhichistochangetheindividual’scognitioninordertopromoteitsbetteradaptation.Suchproceduresrequiretheselectionofindividualstointervene,andanothermotivationalchangeprocedureisforthegeneralclassroom,providedthatitisbeneficialtoall.Theaboveresearchershavestudiedthecharacteristicsoflearningmotivationofstudentsofdifferentagesindifferentscopes:someinthelearningenvironmentathomeandabroad;someinthestimulationandcultivationstrategiesoflearningmotivation;someinthedegradationoflearningmotivation;someinteachingfromtheperspectiveofteachersandstudents,thesepapersputforwardstrategiestoimprovelearningmotivation.Mostoftheirpapersareaboutthestudyofcollegestudents’learningmotivation,butalsoaboutthestudyofmiddleschoolstudents’learningmotivation.Allthesestudiesareofgreathelptothewritingofthispaper.However,theirresearchisrelativelybroad.ThepurposeofthispaperistoexplorethelearningmotivationofEnglishMajorsinprivatecolleges.Comparedwiththeresearchofotherscholars,thecontentofthispaperismorespecific.ItgoesdeepintotheresearchofEnglishMajors’learningmotivationinNingdeNormalUniversityThispapermainlyusesthewayofquestionnairesurveytoputforwardtherelevantproblemsoflearningmotivationtostudents,wecanunderstandthesituationofEnglishlearningmotivationinprivatecollegessuchasNingdeNormalUniversity.3.InvestigationDesignTheso-calledinvestigationdesignisakindofcognitiveactivityinwhichpeoplescientificallyclarifythenatureandlawsofphenomenathroughtheunderstanding,investigationandanalysisofvariousphenomenapurposefullyandconsciously.Asameansofanalyzingandsolvingproblems,researchiswidelyusedinallkindsofwork.Amongthem,themostcommonsurveymethodisquestionnaire.3.1Investigationplan(1)Contacttheresearchobjectanddistributethesurveyquestionnaire;(2)Fieldinvestigationandresearch;(3)Recyclesurveyquestionnairesandcollectresearchmaterials;(4)Classifyandorganizedata;(5)Analyzedata,findproblemsandstudycountermeasures.3.2Investigationmethods(1)Documentaryinvestigationmethod:Accordingtothepurposeofthestudy,throughtheinvestigationoftheliteraturetoobtaininformationonthestudyoflearningmotivationofEnglishmajorsinCNKI,soastofullyandcorrectlyunderstandandmasterthelearningmotivationofbusinessEnglishstudentsandtheirproblems;(2)Visitmethod:Visitmethodisamethodofdirectconversationandcollectionoflanguageinformationbetweentherespondentsandtherespondentsaccordingtotheoutlineofthesurvey,anditisamethodoforalcommunication.Theauthorusesface-to-facecommunicationsuchasdialogueanddiscussion,whichistheprocessofinteractionandmutualinfluencebetweenthetwosides.ThroughvisitstobusinessEnglishteachersandsomestudents,tounderstandtheclassroomteachingsituationandstudentperformanceandlearning;(3)Questionnairemethod:Itisthemethodofsurveythatthesurveyorusestheunifieddesignquestionnairetounderstandthesituationorseekadvicefromtheselectedrespondents.TheauthorcompilesthequestionstobestudiedintoaquestionnaireandanswersthembyWeChat,soastounderstandtheviewsandopinionsofthesubjectsofNingdeNormalUniversityonthemotivationoflearning,andtoanalyzethestudentsandtheresults.Theproductionofquestionnairesaffectsstudents’motivationtolearnavarietyoffactors.(4)Dataanalysismethod:Dataanalysisreferstotheprocessofusingappropriatestatisticalanalysismethodstoanalyzealargenumberofcollecteddata,extractusefulinformationandformconclusions,andstudyandsummarizethedataindetail.Thedataanalysiscanhelptheauthortomakeajudgmentsoastotakeappropriateactiononthestimulationofstudents’learningmotivation.Throughthesortingofdata,summarizethevariousfactorsthataffectstudents’learningmotivation,findoutthecausesofstudents’learningmotivationdegradation,andexplorehowtocultivateandstimulatestudents’learningmotivation.3.3DatacollectionThedatacollectionismainlyintheformofquestionnairesurvey.Twenty-sevenstudentsfromoneclassofEnglishmajorsinNingdeNormalUniversityarerandomlyselectedtocollectthequestionnairesurveydata.3.4DataAnalysisThispartisdividedintotwosections,oneisthedataanalysisofsubjectivemotivation,theotheristhedataanalysisofobjectivemotivation.3.4.1StatisticsofSubjectivemotivationTheauthordividesthelearningmotivationofstudentsinthequestionnaireintotwocategories:subjectivemotivationandobjectivemotivation.Theproblemdataisalsotabletedandanalyzedaccordingtothetwocategories.Table1SubjectivemotivationandpercentageofanswersQuestionYesNo1.Learningisafunandenjoyableprocess,notaburden.66.67%33.33%2.IlearnEnglishbecauseIaminterestedinpeopleandcultureinEnglish-speakingcountries.44.44%55.56%3.MymotivationtolearnEnglishdependsonwhetherIlikemyEnglishclassornot.55.56%44.44%4.MymotivationtolearnEnglishdependsonwhetherIlikemyEnglishteacherornot.66.67%33.33%5.IstudyEnglishtogoabroadtofindbettereducationandjobopportunities.44.44%55.56%6.LearningEnglishwellcanmakemefeelsatisfiedandfulfilled.88.89%11.11%7.IthinkIhaveagiftforlanguage.48.15%51.85%8.IstudyEnglishbecauseIlikethelanguageitself.59.26%40.74%9.IthinkspeakingfluentEnglishisasymbolofeducationandaccomplishment.81.48%18.52%10.IstudyEnglishinordertogetgoodgradesintheexam.66.67%33.33%11.IstudyEnglishinordertofindabetterjobinthefuture.85.19%14.81%Table1datashowthat66.67%ofthe27studentsthinklearningEnglishisaninterestingthing,and59.26%ofstudentslearnEnglishbecausetheylikeit.Thisshowsthatlearninginterestisoneofthemostimportantfactorsforstudents’motivationtolearn.With66.67%ofpeople,motivationdependsonwhethertheyliketheirteacher,and55.56%dependonwhethertheyliketheirclass,whichmeansthatthelearningatmosphereandteachershaveagreatinfluenceonstudents’motivationtolearn.Fromthistable,itcanbeseenthatstudents’understandingofEnglish,hobbies,willandqualityallinfluencetheformationoflearningmotivation.Forexample,satisfactionwithlearningEnglishmaybetheprimaryandprimarymotivationofstudents,butsomestudentsmayuseprestigemotivationforgainingrespectfromothersastheprimarymotivationforfindingabetterjob.Tosomeextent,thisnotonlyreflectstheutilitariannatureoflearningEnglish,butalsoreflectsthedifferencesbetweenindividuals.Sometrytomoveforwardandsucceed,whileotherstrytoavoidfailure.Learningmotivationandidealarecloselyrelated,therefore,students’overalloutlookonlife,worldviewandvaluesdirectlyreflecttheidealstateorlevelofambition,affectingtheformationoflearningmotivationandgoalstructure.Thehighertheideallevel,thestrongerthemotivationtolearn.3.4.2StatisticsofObjectivemotivationTable2ObjectivemotivationandpercentageofanswersQuestionYesNo12.IstudyEnglishtogetallkindsofEnglish-relatedcertificates.51.85%48.15%13.ThemainmotivationformetolearnEnglishisthattheChinesesocialenvironmentattachesgreatimportancetoEnglish.85.19%14.81%14.ThemainmotivationforlearningEnglishdependsonthequalityoftheEnglishclass81.48%18.52%15.IlearnEnglishbecausemyparentsaskmeto.18.52%81.48%16.IlearnEnglishbecauseitisausefultoolforcommunicationinoursociety.88.89%11.11%17.TherewardsandencouragementsofotherscanmotivatemetolearnEnglish.85.19%14.81%18.MymotivationtolearnEnglishdependsonthelearningenvironmentandatmospherearoundme.62.96%37.04%FromthedatainTable2,wecanseethat85.19%ofpeoplelearnEnglishbecauseoftheimportanceofEnglishintheChineseenvironment,and88.89%thinkthatEnglishisausefulcommunicationtooltoday,indicatingthattheimportanceofEnglishlearninghasrisentoanewlevelamongstudentstoday.51.85%ofpeoplelearnEnglishinordertoobtaintherelevantcertificates,whichmeansthatmostpeoplelearnEnglishinordertomeetspecificworkandsocialneeds,utilitarian.Mostpeoplethinkthatlearningmotivationisrelatedtothequalityoftheclassroomandthelearningatmosphere,whichputsbetterdemandsonteachersandschools.85.19%ofpeoplethinkthattheaffirmationandrewardofothersisveryhelpfulandmotivatingforthemtolearnEnglish.Fromthesecondtable,wecanseethatteachersplayagreatroleinchangingstudents'motivation,theroleofteachershasagreatinfluenceonthemotivationofcollegestudents,teachersaretheleadersontheroadoflearning,teachers’classroomquality,teachingmethodsandattitudetolearningarethedirectfactorsaffectinglearningmotivation.Wecanalsoseethatthelearningatmosphereofschoolsandclassesalsoaffectsstudents’academicgoalsandacademicachievement.Groupnormsinfluenceandcontrolthebehaviorofstudents.4.ResearchFindingsandImplications4.1FindingsFromthequestion1inTable1,somestudentsstillthinkthatlearningisnotahappything,butaburden.Tosolvethisproblem,weshouldcreatearelaxedandhappylearningenvironmenttohelpstudentsimprovetheirideologicalunderstanding,sothattheycangethappinessfromlearning,thusgeneratingpositivelearningmotivation.Fromquestion2inTable1,wecanseethatmoststudentsdonotlearnEnglishbecausetheyareinterestedinEnglish,whichshowsthatpeopleattachimportancetotheusevalueofEnglishratherthanthelanguageitself.However,weoftensaythatinterestisthebestteacher.Therefore,weshouldletstudentsfeelthecharmofEnglishandimprovetheirinterestinlearningEnglish.WeshouldorganizemoreactivitiesrelatedtoEnglishinourdailylife,suchas“Ilovetorememberwords",Englishcorner,Englishwritingcontest,etc.LetthestudentsparticipateinthepracticalactivitiesoflearningEnglish,letthemimprovetheirinterestinlearningEnglish.Fromquestion3andquestion4,students’learningmotivationhasalottodowiththeclassandteachers.Teachersshouldfindoutwhatstudentsareinterestedinandfindwaystoarousetheirlatentlearningenthusiasm.Teachersshouldalsopayattentiontothestudentsintheinterestoftheguidance,whattheylearnispositive,ifthereisabadguidance,tointroducetherightwayintime.Fromquestion5toquestion11andquestion17,mostofthereasonswhystudentslearnEnglisharetogetbetterjobopportunities,ortogetgoodgradesinexams,ortogetasenseofsatisfactionandachievement.Inviewoftheseproblems,weshouldestablishstudents’achievementmotivation.Itiseveryone’swishtosucceed,andstudentsarenoexception.Everyone’sgoalandsuccessaredifferent,sotheachievementmotivationofstudentsshouldbetargeted.Inordertoachievegoodresultsintheexam,thiskindofstudentsaremoretomeettheirbasiclanguageneeds.Therefore,teachersshouldpraisethestudentswiththehighestacademicachievements,whichcannotonlymakethemgetthesatisfactionofacademicachievements,butalsoencourageotherstudentstofollowtheirexampleandstimulatetheirpositivelearningmotivation.Fromquestion12,manystudentslearnEnglishinordertoobtainEnglishrelatedcertificates.Inthenewera,socialdevelopmenthasputforwardmanyrequirementsfortalents.Collegestudentscorrect“textualresearchvalues”andscientificandrationaltreatmentoftextualresearchplayanimportantroleintheirfuturedevelopment.Teachersneedtoguidecollegestudentstotreattheexaminationcorrectly,correctsomeexaminees’wrongbehaviorintheprocessofexamination,putforwardreasonablesuggestionsforblindexaminationstudents,andprovideareferenceforstudents,sothattheycanplantheirownlifeassoonaspossibleandarrangetheirstudylifereasonably.Fromquestion13toquestion16andquestion18,moststudentsareawareoftheimportanceoflearningEnglishinthebigenvironment.Therefore,weneedtoimprovethegoaloftalenttraining.Englishmajorsarefacinggreatemploymentpressureintoday’ssocialenvironment.Therefore,inordertoadapttothecurrentsocialenvironment,Englishmajorsshouldnotonlyhavethenecessarybasiclanguageskillsandprofessionalskills,butalsohavethesenseofinnovationandabilitytoexpandtheiremployment.ThisdataisapplicabletotheinvestigationofthelearningmotivationofEnglishmajorsatNingdeNormalUniversity.Accordingtotheresultsofthesurvey,manystudentsinEnglishmajorscanrealizetheimportanceoflearningEnglish,althoughthereisnolanguagetalentinEnglish,butthereisalsoagoodstartingpointforlearningEnglish.ThroughtheoriginalfoundationcanbeseenthattheemploymentpressureofEnglishmajorstudentsisalsoquitelarge,soEnglishmajorstudentsinlearningEnglish,shouldbecombinedwiththeirowninterestsandhobbiesandthefuturedevelopmentdirectionoftheirownpreparation,fromtheactualstart,exercisetheirabilitytoexpandtheirknowledge.Thissamplingsurveyonlyselected27studentsfromoneclassasthedata,thesurveyresultsarerelativelyone-sided,notcomprehensive.Basedontheanalysisofthedataresults,IgetmanyimplicationsandIcanraisequestionsatthreelevels.(1)Whatshouldstudentsdotoimprovetheirmotivation?(2)Howshouldparentsdevelopandmotivatestudents’motivationto