调查研究结果表明,在英语学习中,二本学生无论是外在动机还是内在动机,都比三本学生强烈;在动机类型方面,二本学生的内在兴趣、工具动机、社会尊重、个人发展、证书动机、成就感等动机因素程度较高,三本在课程偏好、出国融入和父母老师因素的动机较强。排在前三位的动机类型,均是成就、工具和个人发展。这些差异和共性研究,对提高英语专业教学质量具有一定的启发意义。 The results of the survey indicate that in the English study, the two students are more or less motivated than the three students in terms of their motivation. In terms of their motivation types, the two students’ intrinsic interests, tool motivation, social respect, personal development, The motivation of certificate motivation, sense of accomplishment and other motivational factors were higher. The motivation of the three in the curriculum preference, the factors of integrating abroad and parents and teachers was strong. The top three motivational types are achievements, tools and personal development. These differences and commonalities research have certain enlightenment significance to improve the English teaching quality.