大学生的英语学习动机 The English learning motivation of college students

The English learning motivation of college students

Abstract: Motivation is considered the most positive factor, which is the direct promotion of student learning of internal motivation. Therefore, motivation is very essential in the learning of Foreign Language. As we all know, human activities are derived from a certain motive. This paper will concern about the type of motivation, effect factors, and some ways of stimulating and maintaining the English learning motivation, etc.

1. The definition of motivation

Motivation refers to some kind of driving force, either internal and external in human being. Learning motivation is thought as an inner drive, impulse, or desire that moves the learner to a particular action in language learning. English learning motivation is a factor in learner motivation to learn English. Canadian psychologist Professor Gardner said, “Motivation is a desire to learn a language, an effort to learn the language, and a comprehensive good attitude that hold for learning a language.” 2. Different types of motivation

2.1 Intrinsic motivation and extrinsic motivation

According to Noels and other researchers’ Self - Determination theory,

motivation is divided into intrinsic motivation and extrinsic motivation. 2.1.1 Intrinsic motivation

“Intrinsic motivation is important than others.”Spolsky’s study about the foreign students just arrived in the United States, shown that they have a stronger desire to make their accent sounds like target language groups than the school accent. Psychologist Bruner think students’ learning motivation is from three internal motivations: curiosity, ambition, and the driving force of reciprocity. Intrinsic motivation is the important factor for foreign language learners, comes from their own personal interest, generated by the foreign language learners. 2.1.2 Extrinsic motivation

Extrinsic motivation refers to the external promotion of foreign language learners, simulated by some external temptations such as money, fame, etc. It is dominated by the external situation and had to learn foreign language, for instance, in order to get diploma, high scores, promotion, rewards, recognition or others to learn foreign language. And these motivations are put forward by the learner’s parents, teachers or others. We can use external motivation to encourage students to learn foreign language. However, it is must be noticed that the learner is likely to give up foreign language learning as external motivation is not from the learner's own interest. So be sure to fully mobilize the learner's internal motivation.

2.2 Integrative motivation and instrumental motivation

Integrative motivation and instrumental motivation are regard as

important factors for learning foreign language and studied widely. Motivation expert Gardner and Lambert divided the foreign language learning motivation into two types: integrative motivation and instrumental motivation. 2.2.1 Integrative motivation

Integrative motivation occurs when learners have the desire to achieve proficiency in the target language in order to know about the other culture and to be able to participate in the life of community that speaks the language. Integrative motivation involves an interest in learning the L2 because of a sincere and personal interest in the people and culture represented by the other language group. 2.2.2 Instrumental motivation

Instrumental motivation is stressed by some of practical purposes of learning foreign languages, such as, for reading scientific literature, for data translation, looking for some special work and learn a foreign language.

3. The characteristics of college students’ English learning 3.1 Obligation-performing type

The students learn English just to fulfill their obligations, such as pass the exams, get a diploma, worthy of the tuition fees, or repay relatives, teachers, and so on. There is no enthusiasm and permanent in learning. 3.2 Personal perspective type

These students learn English is entirely for personal future, to further study, find a good job, etc. This kind of students’ learning object is clear, and they make great effort to study. Yet they have a strong utilitarian, they are easily affected by external factors and change facility. 3.3 Personal interest type

Such students have great interests to learn English. Hence, they endeavor themselves to learn and not likely affected by other factors. Interests can simulate students to study and make people do what they like, so having interests of learning English is very important. 3.4 Professional requirements type

Generally, the students need to learn English as their major’s requirement. They are almost good at English l, but few of them dislike it and do not want to learn it. For example, the English major students’ passing rate of national CET4 and CET6 tests is higher than other majors’.

3.5 Going abroad type

Such students have a strong desire to go to abroad, so they exert themselves to learn English. They dream to further study or do other things in the foreign countries so much that they can advance English quickly. Compared two students’ situation of learning English, one is who going abroad, the other is stay at home. The motivation of first one is more strong.

3.6 Indistinct type

Such students do not have a clear purpose of learning English. They do not know why learn English or never consider why. Thus they are very passive in English language learning, confused every day, blindly follow other students. The major of this type of students are non-English majors. 4. The ways to simulate and maintain students’ learning motivation 4.1 The aspects of students

4.1.1 Develop the interest of learning English.

Interest is very important to do anything. Interests can inspire students to learn what he/she is interested in. As they like English, they are eager to learn it well. In order to learn foreign language well, students should try their best to develop and maintain the interest of learning English. 4.1.2 Set up a positive self-concept

Set up a positive self-concept is a complex dynamic. The main meaning of self-concept is self-image. Self-image refers to the awareness of the subjective evaluation for each person's ability to learn on their own and their standing in the eyes of others. Self-concept has a close relationship with students, teachers and his own personality characteristics. If a learner gets a good feedback from the teacher, peers, he will be more strongly motivated to achieve greater results. Williams and Burden think the learning motivation particularly affected by the impact of student self-assessment. Learners’ self-concept has a significant

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