A Study on NonEnglish Major StudentsWord文件下载.docx
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Thisstudyintendstoexaminetheproblemthatnon-Englishmajorstudentswhohavelowmotivation.Self-reportdatawerecollectedfrom30non-EnglishmajorstudentsselectedrandomlyinYunnanNormalUniversitybyusingaclosed-endedquestionnaire.Qualitativeresultscamefrominterviewswith4students.Findingsprovideevidencethatsomeproblems,whichinfluencestudents’motivation.Meanwhile,intrinsicmotivationcanbeboostedifthefactorsofinterests,goal,attitude,self-confidence,self-determination,learningenvironment,learningstrategies,andteachingmethodsarevaluedbyteachers.
Ⅱ.Introduction:
Theproblemofnon-EnglishmajorstudentswhohavelowmotivationalwayshauntsuniversityEnglishteachersinChina.Alotofnon-EnglishmajorstudentsjuststudyforscoresorpassingCET4andCET6withoutahighmotivationinlearningEnglish.Manyuniversityteacherswillcomplaintsthereisnotmuchresponsefromtheirstudentsinaclass.Nomatterhowhardyoutry,noonecanbepositive.Thestudentsalwayssleeporplaycellphonessothattheycannotfollowtheteacherandgetlowscoresinexams.SomeofthemseemtohavenointerestinEnglishandhaveaweakfoundation.SomeofthemcomplaintthelearningenvironmentistoobadtolearnEnglish.SomeofthemhaveafeelingthattheirEnglishteachers’teachingmethodsaresoinflexiblethattheclassaretooboringtolisten.Thus,therearesomeproblemsinnon-EnglishmajorstudentslearningEnglishanditisworththeteachers’specialattentiontochangingthissituation.Somypurposeofthisstudyistoinvestigatetheseproblems,hopingtofindsomewaystosolvetheproblemsbyimprovingnon-Englishmajorstudents’motivation.Threeresearchquestionsareraisedforthispurpose:
1.Whataretheproblemsfornon-Englishmajorstudentswhohavelowmotivation?
2.Howdotheproblemsaffecttheirmotivation?
3.Whatcanbedonetoimprovetheirmotivation?
Ⅲ.Literaturereview:
AccordingtoCordercitedinSkehan(1989:
49)“givenmotivation,anyonecanlearnalanguage”.Brown(1994:
34)states,“Motivationistheextenttowhichyoumakechoicesabout(a)goalstopursueand(b)theeffortyouwilldevotetothatpursuit”.FromJeremyHarmer’sbook,wecansee“Motivationissomekindofinternaldrivethatencouragessomebodytopursueacourseofaction.Itseemstobethecasethatifweperceiveagoal(thatissomethingwewhishtoachieve)andifthatgoalissufficientlyattractive,wewillbestronglymotivatedtodowhateverisnecessarytoreachthatgoal.Short-termgoalsmightincludesuchthingsaretheurgetopassanend-oftermorend-ofsemesterexamorcompleteaunitsuccessfully.Long-termgoalsmighthavesomethingtodowithastudent’swishtogetabetterjoborbecomeamemberofthetargetlanguagecommunity.Wewillseparatemotivationintotwomaintypes:
extrinsicmotivation,whichisconcernedwithfactorsoutsidetheclassroom,andintrinsicmotivationwhichisconcernedwithwhattakesplaceintheclassroom.”(1990:
3)Sinceeachcategoryofmotivationisimportanttolearnlanguage,extrinsicmotivationcanbeusedtomarshaltheproductiveforcesofintrinsicmotivation.
Ⅳ.Method
4.1Participants
4.1.1.Students.30studentswithagesfrom21to22,selectedrandomlyfromYunnanNormalUniversity,participatedinthequantitativephaseofstudy.Alltheparticipantswerenon-Englishmajorstudentsinthreedifferentclasses,coveringmajorsinChineseandLaw.
4.1.2.Fourstudentsfromfourdifferentclassparticipatedinthequalitativephaseofthestudy.Thestudentsoftheabovementionedbackgroundwerechosenrandomly,amongthemweretwoboysandtwogirls.
4.2Procedure
4.2.1.Thequestionnaireof15close-endedquestions,whichwereallinChinese.Timetocompletethequestionnairewaslimitedtowithin10minutes.
4.2.2.Qualitativeinvestigationofthestudentswasdesignedasaconversationalinterviewwithsomeopen-endedquestions,whichlastedforhalfanhour.
4.3Datacollection
Thedatawerecountedandworkedoutwiththehelpofcomputer,includingthenumbersofthestudentsindifferentitems,thepercentageandthemean.TheinterviewsweretranslatedfromChinesetoEnglish,andthethemesandpatternsthatemergedwereanalyzed.
Ⅴ.ResultsandDiscussion
Theproblemfoundemergingfromlowmotivationinvolvedtheinterests,goal,attitude,self-confidence,self-determination,learningenvironment,learningstrategies,andteachingmethods.TheresultsaresetoutintheAppendix.Lookfromthewhole,extrinsicmotivationisstrongerthanintrinsicmotivation.Inotherwords,moststudentslearningEnglishwerenottheirwillingness.
Below,theanswerswillbediscussedinregardtothethreeresearchquestionsmentioned.
5.1Whataretheproblemsfornon-Englishmajorstudentswhohavelowmotivation?
5.1.1.Lackofgoodenvironment
SomestudentsrespondedthattheyhadabadenvironmentinlearningEnglish.Exceptingtheclassroom,theyhadnoenvironmenttolearnEnglish.EveniftheylearnedlotofEnglish,theydon’tknowhowtouseitexceptedforexams.Theycouldn’tcommunicatewithothers.What’smore,onlyfewstudentsworkhardaroundthem.
5.1.2.Lackofexperience
Somestudentsmentionedthattheyhadaweakfoundation,especiallyinlisteningandspeaking.TheyhateEnglishbecauseofbadlisteningandspeaking,andthismadethemmoreandmoreweakinlearningEnglish.
5.1.3.Lakeoflearningstrategies
SomestudentsrespondedtheylikeEnglish,butlackofgoodlearningstrategiessothattheycouldnotachievetheexpectedlevelevenifspendingalotoftime,whichmadethemtoodisappointedtolearnEnglish.
5.2Howdotheproblemsaffecttheirmotivation?
5.2.1.Learningaims
Lackingofgoodenvironment,studentscannotuseEnglishanywhereandanytime.Theydon’tpayattentiontoEnglishanymore.TheyjustlearnEnglishcarelesslyintheclasssothattheycanpasscollegeexaminationsorCETbandexaminations.
5.2.2.Learninginterests
MoststudentslosetheirinterestsinlearningEnglishbecauseofweakfoundationandlackingofgoodstrategies.Theyfinditisdifficulttocatchupwiththeirclassmateseveniftheyspendmoretimethanthem.Gradually,theydon’tlikeEnglishanymoreevenhateit.
5.3Whatcanbedonetoimprovetheirmotivation?
Accordingtothepreviousresearchershaveprovideduswithabundanttheoriesonmotivationandofferedussomevaluablesuggestionsonimprovingmotivationinlearning.
5.3.1.Environment
Theteacherscanimprovethelearningsurroundings.Forexample,foundsomeEnglishcorners,EnglishFestivals,Englishgames,Englishpartiesandsoon.Teacherscanencouragestudentstotakepartindifferentkindsofactivitiesasmuchaspossible.What’smore,teachersshouldrewardthestudentswhomakeprogressintheirstudies.
5.3.2.Self-confidence
Self-confidenceisveryimportantinlearning.Itishelpfulforstudentsiftheteachershelpthemtobuildonself-confidence.TeachersshouldlettheirfailuredonotmeantheyhavealowIQ.
5.3.3.LearningStrategies
Itisnecessaryforteacherstotellstudentssomestrategiesinlearningprocessforstudentstomaster.ItisusefulforstudentswhoareinterestedinEnglishbutlackingoflearningstrategies.
Therearemanywaystoimprovestudents’intrinsicmotivation,itreallyneedsbothofthemtoadvance.
Ⅵ.Conclusion
Overall,theresultsoftheresearchworkindicatethattherearesomeproblemsinnon-Englishmajorstudents’learningEnglish.Inmyopinion,students’interestsandconfidenceplayaveryimportantroleintheirEnglishstudying.Itisnecessaryforteacherstohelpthemtobuildonself-confidenceandlearnsomeusefullearningstrategiessothatbothofthemcanachievetheexceptedlevel.
References:
HarmerJeremy.1990.ThePracticeofEnglishLanguageTeaching.LongmanGroupUKLimited.
BrownH.D.1994.TeachingbyPrinciples.PrenticeHallRegents.Inc,USA.
SkehanPeter.1989.IndividualDifferencesinSecondLanguageLearning.EdwardArnold,GreatBritain.
ZhangLinhua.2000.Motivation,aBridgeforNon-EnglishMajorFreshmeninTheirTransition:
TeachingEnglishinChina,1,58-62.
关于英语学习动机的调查问卷
亲爱的同学:
您好!
这份问卷在于了解当代在校大学生的英语学习动机,并在一定程度上给教师的教学提供参考。
希望您先详尽地阅读每一题的填答说明后,再根据您自己的看法逐一填写。
对于您所填本问卷问题的答案无所谓对错好坏之分,且问卷所得的结果只做团体性的分析,不做任何个别呈现。
非常感谢您的合作与协助,谢谢!
您的基本情况:
专业:
性别:
男女年级:
一、学习动机:
请您为以下学习英语的动机对您的重要性打分。
5:
非常同意4:
同意3:
既不反对也不赞同2:
反对1:
全然反对
5
4
3
2
1
通过课程考试
通过四六级
接受更高等教育
更好职业晋升机会
更好学习专业知识
对英语的爱好
想了解英美文化
增加自己的知识
别人都在学
生活中能用得到
其他原因:
————————————————————————
———————————————————————————————
二、不愿学习英语的原因:
1.基础太差,觉得英语特别难学,以致不愿再学。
()
A非常同意B同意C不太同意D反对
2.没有好的英语学习环境,。
3.没有好的学习方法和策略导致学习英语很困难。
4.觉得英语特别枯燥乏味,毫无兴趣学习。
5.听力和口语能力太差。
其他原因:
三:
你觉得怎样才能提高你学习英语动机呢?
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Appendix:
Table1.Goalmotivation:
WhydoIlearnEnglish
Note:
n=studentnumberp=percentage
Item
5
np%
1Passthecourseexam
930
1240
826.7
13.3
00
2PassCETbandexamination
826.7
1343.3
723.3
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