动机强度对远程英语学习起着重要作用。本研究基于“期望×价值”理论以及其他已有研究成果,对三位远程学习者的英语学习与工作经历进行了叙事探究。研究发现:个体学习者的英语学习动机强度是动机取向、成功预期与任务价值评价三项因素联动制约的结果;不同的动机取向诱发不同的学习任务价值评价;学习成功预期与动机取向取决于学习者个体在英语学习体验、师生关系、职业发展经历等多项历史环境因素下所逐步形成的学习能力观与学习过程观。 Motivation intensity plays an important role in distance English learning. Based on the Theory of Expectation × Value and other existing research results, this study narrates the English learning and working experience of three distance learners. The findings are as follows: individual learners’ English learning motivation intensity is the result of linkage and restraint of the three factors of motivation orientation, success expectation and task value evaluation; different motivation orientation induces different learning task value evaluation; learning success expectation and motivation orientation depend on learning Individuals in the English learning experience, teacher-student relationship, career development history and many other historical environmental factors gradually formed under the view of learning ability and learning process.