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摘要：ThestudyinvestigatestherelationshipbetweenstudentsEnglishlearningmotivationandlearningachievementsandtakesChemicalmajorstudentsofYunnanNormalUniversityasanexample.TheconclusionhasbeenmadethattherelationshipbetweentheEnglishlearningmotivationofstudentsfromChemicalDepartmentofYunnanNormalUniversityandtheirlearningachievementsarepositive.
關键词：Englishlearningmotivation;Englishachievements;ChemicalmajorstudentsofYunnanNormalUniversity
中图分类号：H08文献标识码：A
文章编号：1009-0118（2012）09-0350-02
1.Introduction
Asisknowntoall,motivationisthekeytothesuccessofEnglishlearners.thereisstillalongwaytogoforustofindsomeeffectivemethodstoimprovetheL2learnersEnglishproficiency.ItisalsoafactthatlotsofresearchersinvestigatingtherelationshipoflearningmotivationandachievementsinChinadonotpayenoughattentiontothecollegestudents.Giventothis,theessayattemptstoinvestigatethegeneralsituationofEnglishlearningmotivationanditsrelationshipwithachievementsofstudentsfromChemicalDepartmentofYunnanNormalUniversitywithaquantitativeresearchmethod.
2.LiteratureReview
AccordingtoGardnerandLambert(1972,1985),learnerswithinstrumentalmotivationlearnthesecond/foreignlanguageasaninstrumenttoachievepracticalgoals.Anotherinfluentialmotivationaldichotomyisintrinsicmotivationvs.extrinsicmotivation(e.g.,Ellis,1994).Motivationisconsideredtobeoneoftheseveralkeystoeffectivelearning(HerbertJ.WalbergandMargaretUguroglu,1980).Spolsky(1969:275),too,foundapositivecorrelationbetweenapositiveattitude,learningmotivationandtheEnglishproficiencyofforeignstudentsatAmericanuniversities.ThefirstinvestigationontherelationshipofattitudesandmotivationbetweentheachievementsinasecondlanguagewaspublishedbyGardnerandLambert(1972).
ManyChineseresearchers,suchasHuaHuifang(1998),WenQiufang(1996;2002),QinXiaoqing(2002),LiuXiaoling(2002),havedonealotofcontributioninthisfield.ResearchonChineseEnglishlearners''motivationhasmostlyfollowedGardner''s(Gardner&Lambert,1972)classicmodelanditsexpansionsconcerningmotivationtypes(e.g.,GaoYihong,2004;QinXiaoqing&WenQiufang,2002;ShiYongzhi,2000;WangXiangling&LiuXiaoling,2002;WenQiufang&WangHaixiao,1996;WenQiufang,2001;WuYian,1993).Hua(1998)andShi(2002)bothconfirmthatmostChineselearnersholda“certificatemotivation”.Wen''s(1993,1996,2001)studiesshowthatsurfacemotivationismorecommonamongChineselearners.GaoYihong(2004)proposesthatChineseEnglishlearners''motivationcanbecategorizedintoinstrumentalmotivation,culturalmotivationandsituationalmotivation.
3.ResearchMethodology 3.1Researchquestions
Whatisthemotivationofthenon-EnglishmajorstudentsoflearningEnglish?Whatistherelationshipbetweenthenon-EnglishmajorstudentsEnglishlearningmotivationandlearningachievements?HowdoesthemotivationinfluencetheirEnglishachievements?
3.2Participants
Thesubjectsinthequestionnairesare100students,selectedinChemicalmajorstudentsatYunnanNormalUniversity,AteacherfromYunnanNormalUniversityparticipatedinthequalitativephaseofthestudy.
3.3Methods
Qualitativeinvestigationofthestudentswasdesignedasaconversationalinterviewwithsomeopen-endedquestions,Thestudentsoralinterviewwasaconversationalinterviewwith5open-endedquestionsfor10students.Theteachersoralinterviewwasaconversationalinterviewwithseveralopen-endedquestions.
4.AnalysisandDiscussion
TheresultsshowthatthemotivationofthesestudentsinlearningEnglishisvarious.Theinstrumentalmotivationofthesestudentsisveryobvious.ButmostofstudentsstudyEnglishisforpassingtheexam,gettingthecertificateandfindingagoodjobinthefuture.93.30%studentsstudyEnglishforgettingagoodjob.ThestudyfindthatfewstudentsstudyEnglishistounderstandthecultureofthetargetlanguagecommunityandtobroadentheirperspectives,andonly6.30%studentslearnEnglishforunderstandingtheculture,broadentheirhorizon,andimprovingthemselves.
Instrumentalmotivationreferstolanguagelearningformoreimmediateorpracticalgoals.Itisalsocalled“task-orientedmotivation”or“certificatemotivation”.93.30%ChemicalmajorstudentsofYunnanNormalUniversitymakeeffortstolearnasecondlanguageforsomeinstrumentalfunctionreasons,topassanexam,togetabetterjob,ortogetthecertificate.Theyaremotivatedtolearnasecondlanguagebecauseitopensupeducationalandeconomicopportunitiesforthem.learnerswhoprefertoinstrumentalmotivationcanbeidentifiedasthefollowingthreetypes:（1）TheylearnEnglishbecauseoftheirjobs,eg.thewaiterslearnhotelEnglishtoservetheguests,etc.（2）TheylearnEnglishinordertogoabroadandgetfurthereducation.（3）TheylearnEnglishsohardthattheycanpasstheexamandgetthecertificate.Aboveall,instrumentalmotivationisgenerallycharacterizedbythedesiretoobtainsomethingpracticalorconcretefromthestudyofasecondlanguage.Aninstrumentalmotivationseemstobethemajorforcedeterminingsuccessinthesecondlanguagelearning.Thesestudentswhohavehigherinstrumentalmotivationwillhavehigherachievements.
Integrativemotivationistoknowthecultureofthetargetlanguagecommunity,broadentheirperspectivesandsoon.Integrativemotivationiscontinuallylinkedtosuccessfulsecondlanguageacquisition.Sointegrativemotivationhasrelationshipwithsecondlanguageachievements.Itservesasapowerfulfactorofsuccesscombiningwithinstrumentalmotivation. Theoppositesideisintrinsicmotivation.Intrinsiciswhentheforcecomesfromwithinoneself,suchasonesinterestorattitude.Forexample,ifyouenjoyplayingpiano,youwillspendhoursplayingandpracticingthepianoregularlywithoutanyonepayingyouorpressuringyoutodoit.Thereasonisbecauseinternalmotivationisatwork,thingsyouenjoydoing,thingsyouwoulddoevenifyouarenotrewarded,thingsyoudoevenifnobodypressureorexpectyoutodo.
InterestandattitudeplayimportantroleinlearningEnglish,fromtable2,wecanseethosestudentswhohavestronginterestinEnglishandhavehigherachievementsthanthosestudentswhohavelowerinterest.
5.SuggestionsandConclusion
InthefaceofalltheexistingproblemsofEnglishlearningincollegestudents,thefirsttaskistostimulatestudentsmotivationintheprocessofEnglishlearning.Bothintrinsicandextrinsicmotivationareimportant,inseparableandcomplementarytoeachotherinEnglishlearning.First,supplyinformationfeedbacktoenhanceextrinsicmotivation,second,usemetacognitivestrategiestocultivateintrinsicmotivation,finally,rebuildstudentsintrinsicmotivationofEnglishlearning.
Fromwhathavemotionedabovewecanfindthattheextrinsicmotivationofthosestudentswhohavehigherscoresisstrongerthanthosestudentswhohavelowerscores.SowecanmakeaconclusionthattherelationshipbetweentheextrinsicmotivationofstudentsEnglishlearningandlearningachievementsarepositive.Atthesametime,theintrinsicmotivationofthesestudentswhohavehigherscoreshavemuchstrongerinterestthanthesestudentswhohavelowerscores.
參考文献：
［1］Brown,H.D.(1994).PrinciplesofLanguageLearningandTeaching.NewJersey:PrenticeHallRegents.
［2］Chery,L.S.(1992).Motivationintheclassroom.TheUnitedStates:McGraw-Hill.Domyei,Z.(1998).MotivationinSecondandForeignLanguageLearning.LanguageTeaching,317.
［3］Don,H.(1989).Psychologyinteaching,learning,andgrowth.TheUnitedStates:AllynandbaconPress.
［4］Dornei,Z.(2001).MotivationalStrategiesintheLanguageClassroom.Cambridge:CambridgeUniversityPress.
［5］Ellis,R.(1994).TheStudyofSecondLanguageAcquisition.Oxford:OxfordUniversityPress.
［6］Gardner,R.C.(1985).SocialPsychologyandSecondLanguageLearning.London:EdwardArnoldPress.
［7］Gardner,R.C.,Lambert,W.E.(1972).Attitudesandmotivationinsecondlanguagelearning.Rowley,MA:NewburyHouse.
［8］Gardner,R.C.,Lambert,W.E.(1959).Second-languagelearning:apsychologicalperspective.Canada:ModernlanguageReview,32.
［9］Herzberg,F.(1993).TheMotivationtoWork.NewJersey:TransactionPublishers.Humphreys,G.,Tony,L.(1996).ADifferentKindofTeacher.Dublin:Gill.
［10］高一虹.学习动机类型与动机强度的关系——对大学本科生的定量考［J］.外语研究,2003：64.
［11］华惠芳.学习动机与英语教学［J］.江苏外语教学研究,1998：9.
［12］刘栋楼.外语教育中的动机问题的几点思考［J］.外语教学,2002,（4）.
［13］秦晓晴，文秋芳.非英语专业大学生学习动机的内在结构［J］.外语教学与研究，2002：58.
［14］文秋芳.英语学习者动机、观念、策略的变化规律与特点［J］.外语教与研究,2001：110.
關键词：Englishlearningmotivation;Englishachievements;ChemicalmajorstudentsofYunnanNormalUniversity
中图分类号：H08文献标识码：A
文章编号：1009-0118（2012）09-0350-02
1.Introduction
Asisknowntoall,motivationisthekeytothesuccessofEnglishlearners.thereisstillalongwaytogoforustofindsomeeffectivemethodstoimprovetheL2learnersEnglishproficiency.ItisalsoafactthatlotsofresearchersinvestigatingtherelationshipoflearningmotivationandachievementsinChinadonotpayenoughattentiontothecollegestudents.Giventothis,theessayattemptstoinvestigatethegeneralsituationofEnglishlearningmotivationanditsrelationshipwithachievementsofstudentsfromChemicalDepartmentofYunnanNormalUniversitywithaquantitativeresearchmethod.
2.LiteratureReview
AccordingtoGardnerandLambert(1972,1985),learnerswithinstrumentalmotivationlearnthesecond/foreignlanguageasaninstrumenttoachievepracticalgoals.Anotherinfluentialmotivationaldichotomyisintrinsicmotivationvs.extrinsicmotivation(e.g.,Ellis,1994).Motivationisconsideredtobeoneoftheseveralkeystoeffectivelearning(HerbertJ.WalbergandMargaretUguroglu,1980).Spolsky(1969:275),too,foundapositivecorrelationbetweenapositiveattitude,learningmotivationandtheEnglishproficiencyofforeignstudentsatAmericanuniversities.ThefirstinvestigationontherelationshipofattitudesandmotivationbetweentheachievementsinasecondlanguagewaspublishedbyGardnerandLambert(1972).
ManyChineseresearchers,suchasHuaHuifang(1998),WenQiufang(1996;2002),QinXiaoqing(2002),LiuXiaoling(2002),havedonealotofcontributioninthisfield.ResearchonChineseEnglishlearners''motivationhasmostlyfollowedGardner''s(Gardner&Lambert,1972)classicmodelanditsexpansionsconcerningmotivationtypes(e.g.,GaoYihong,2004;QinXiaoqing&WenQiufang,2002;ShiYongzhi,2000;WangXiangling&LiuXiaoling,2002;WenQiufang&WangHaixiao,1996;WenQiufang,2001;WuYian,1993).Hua(1998)andShi(2002)bothconfirmthatmostChineselearnersholda“certificatemotivation”.Wen''s(1993,1996,2001)studiesshowthatsurfacemotivationismorecommonamongChineselearners.GaoYihong(2004)proposesthatChineseEnglishlearners''motivationcanbecategorizedintoinstrumentalmotivation,culturalmotivationandsituationalmotivation.
3.ResearchMethodology 3.1Researchquestions
Whatisthemotivationofthenon-EnglishmajorstudentsoflearningEnglish?Whatistherelationshipbetweenthenon-EnglishmajorstudentsEnglishlearningmotivationandlearningachievements?HowdoesthemotivationinfluencetheirEnglishachievements?
3.2Participants
Thesubjectsinthequestionnairesare100students,selectedinChemicalmajorstudentsatYunnanNormalUniversity,AteacherfromYunnanNormalUniversityparticipatedinthequalitativephaseofthestudy.
3.3Methods
Qualitativeinvestigationofthestudentswasdesignedasaconversationalinterviewwithsomeopen-endedquestions,Thestudentsoralinterviewwasaconversationalinterviewwith5open-endedquestionsfor10students.Theteachersoralinterviewwasaconversationalinterviewwithseveralopen-endedquestions.
4.AnalysisandDiscussion
TheresultsshowthatthemotivationofthesestudentsinlearningEnglishisvarious.Theinstrumentalmotivationofthesestudentsisveryobvious.ButmostofstudentsstudyEnglishisforpassingtheexam,gettingthecertificateandfindingagoodjobinthefuture.93.30%studentsstudyEnglishforgettingagoodjob.ThestudyfindthatfewstudentsstudyEnglishistounderstandthecultureofthetargetlanguagecommunityandtobroadentheirperspectives,andonly6.30%studentslearnEnglishforunderstandingtheculture,broadentheirhorizon,andimprovingthemselves.
Instrumentalmotivationreferstolanguagelearningformoreimmediateorpracticalgoals.Itisalsocalled“task-orientedmotivation”or“certificatemotivation”.93.30%ChemicalmajorstudentsofYunnanNormalUniversitymakeeffortstolearnasecondlanguageforsomeinstrumentalfunctionreasons,topassanexam,togetabetterjob,ortogetthecertificate.Theyaremotivatedtolearnasecondlanguagebecauseitopensupeducationalandeconomicopportunitiesforthem.learnerswhoprefertoinstrumentalmotivationcanbeidentifiedasthefollowingthreetypes:（1）TheylearnEnglishbecauseoftheirjobs,eg.thewaiterslearnhotelEnglishtoservetheguests,etc.（2）TheylearnEnglishinordertogoabroadandgetfurthereducation.（3）TheylearnEnglishsohardthattheycanpasstheexamandgetthecertificate.Aboveall,instrumentalmotivationisgenerallycharacterizedbythedesiretoobtainsomethingpracticalorconcretefromthestudyofasecondlanguage.Aninstrumentalmotivationseemstobethemajorforcedeterminingsuccessinthesecondlanguagelearning.Thesestudentswhohavehigherinstrumentalmotivationwillhavehigherachievements.
Integrativemotivationistoknowthecultureofthetargetlanguagecommunity,broadentheirperspectivesandsoon.Integrativemotivationiscontinuallylinkedtosuccessfulsecondlanguageacquisition.Sointegrativemotivationhasrelationshipwithsecondlanguageachievements.Itservesasapowerfulfactorofsuccesscombiningwithinstrumentalmotivation. Theoppositesideisintrinsicmotivation.Intrinsiciswhentheforcecomesfromwithinoneself,suchasonesinterestorattitude.Forexample,ifyouenjoyplayingpiano,youwillspendhoursplayingandpracticingthepianoregularlywithoutanyonepayingyouorpressuringyoutodoit.Thereasonisbecauseinternalmotivationisatwork,thingsyouenjoydoing,thingsyouwoulddoevenifyouarenotrewarded,thingsyoudoevenifnobodypressureorexpectyoutodo.
InterestandattitudeplayimportantroleinlearningEnglish,fromtable2,wecanseethosestudentswhohavestronginterestinEnglishandhavehigherachievementsthanthosestudentswhohavelowerinterest.
5.SuggestionsandConclusion
InthefaceofalltheexistingproblemsofEnglishlearningincollegestudents,thefirsttaskistostimulatestudentsmotivationintheprocessofEnglishlearning.Bothintrinsicandextrinsicmotivationareimportant,inseparableandcomplementarytoeachotherinEnglishlearning.First,supplyinformationfeedbacktoenhanceextrinsicmotivation,second,usemetacognitivestrategiestocultivateintrinsicmotivation,finally,rebuildstudentsintrinsicmotivationofEnglishlearning.
Fromwhathavemotionedabovewecanfindthattheextrinsicmotivationofthosestudentswhohavehigherscoresisstrongerthanthosestudentswhohavelowerscores.SowecanmakeaconclusionthattherelationshipbetweentheextrinsicmotivationofstudentsEnglishlearningandlearningachievementsarepositive.Atthesametime,theintrinsicmotivationofthesestudentswhohavehigherscoreshavemuchstrongerinterestthanthesestudentswhohavelowerscores.
參考文献：
［1］Brown,H.D.(1994).PrinciplesofLanguageLearningandTeaching.NewJersey:PrenticeHallRegents.
［2］Chery,L.S.(1992).Motivationintheclassroom.TheUnitedStates:McGraw-Hill.Domyei,Z.(1998).MotivationinSecondandForeignLanguageLearning.LanguageTeaching,317.
［3］Don,H.(1989).Psychologyinteaching,learning,andgrowth.TheUnitedStates:AllynandbaconPress.
［4］Dornei,Z.(2001).MotivationalStrategiesintheLanguageClassroom.Cambridge:CambridgeUniversityPress.
［5］Ellis,R.(1994).TheStudyofSecondLanguageAcquisition.Oxford:OxfordUniversityPress.
［6］Gardner,R.C.(1985).SocialPsychologyandSecondLanguageLearning.London:EdwardArnoldPress.
［7］Gardner,R.C.,Lambert,W.E.(1972).Attitudesandmotivationinsecondlanguagelearning.Rowley,MA:NewburyHouse.
［8］Gardner,R.C.,Lambert,W.E.(1959).Second-languagelearning:apsychologicalperspective.Canada:ModernlanguageReview,32.
［9］Herzberg,F.(1993).TheMotivationtoWork.NewJersey:TransactionPublishers.Humphreys,G.,Tony,L.(1996).ADifferentKindofTeacher.Dublin:Gill.
［10］高一虹.学习动机类型与动机强度的关系——对大学本科生的定量考［J］.外语研究,2003：64.
［11］华惠芳.学习动机与英语教学［J］.江苏外语教学研究,1998：9.
［12］刘栋楼.外语教育中的动机问题的几点思考［J］.外语教学,2002,（4）.
［13］秦晓晴，文秋芳.非英语专业大学生学习动机的内在结构［J］.外语教学与研究，2002：58.
［14］文秋芳.英语学习者动机、观念、策略的变化规律与特点［J］.外语教与研究,2001：110.