The Role of Motivation in University Learners＇ Language Acquisition in China

Motivation, one element of the learner characteristics, has risen in the popularity polls in recent literature as a facilitator in the learning process. It is claimed that students＇ motivation needs to be taken into account for input to become intake and therefore is the key learner variable. During this process, authentic materials can be used to spark learners＇ motivation and interest. This article begins with different perspectives of motivation before it comes to the relationship between authentic materials and motivation.

A case study of changing motivation in foreign language learning

After perceiving a common phenomenon of English learning at college in China, this paper presents a case study of motivation. In this study, a questionnaire is conducted twice among 156 Chinese college students when they are sophomores and seniors. It intends to identify some components of foreign language learning motivation and probes into the causes for the changing motivations of students throughout 4-year college education. The findings suggest that the instrumental motivation plays a crucial role in foreign language learning context.

Perceptions of Chinese College Students＇ Motivations for Learning Oral English

This paper explores Chinese college students＇ motivation for learning oral English, which is normally considered as an important factor contributing to learners＇ speaking proficiency in Second Language Learning. The theoretical studies on motivation in Second Language Learning are firstly reviewed. Based on the literature review, Chinese college students＇ motivation in oral English learning is examined in terms of the Chinese context. Finally, five specific helpful strategies are put forward to facilitate students＇ optimal oral English learning.

Motivation and Exposure in Language Learning

As one might expect, motivational theorists have attempted to explain motivation in different ways. This case study at-tempts to provide relevant evidence for the contribution of motivation in second language learning by looking at the success of Japa-nese study of an adult who learned Japanese at a later age 24, acquiring the target language over a 5-year period characterized bytotal exposure in Japan. The study shows that adult can still be successful to acquire second language if he is exposed to the envi-ronment and has strong motivation, and that the boundary of integrative motivation and instrumental motivation is not necessarilyclear-cut completely.

A Study on Gender Differences in Learning Motivation of Chinese Language Learners

The purpose of this study is to investigate students’ motivation and gender differences in learning Chinese as a foreign language between female students and male students from Korea. Furthermore, this method denotes that students’ motivation was measured through a self-report questionnaire based on Gardner′s Social Psychological Model. The questionnaire contained close-ended questions to provide both quantitative and qualitative information. These findings suggest that students were highly motivated toward learning English. There are significant differences found between genders. This was particularly the case for the female students who showed significantly higher instrumental motivation in learning English. The present study examined gender-based differences in motivation. We will make a quantitative analysis to investigate and discuss the gender differences in language motivation found in the questionnaire carried out with Korean students learning Chinese as L2 in this University. The results have shown that female students have stronger motivation than male students. Female students tend to show greater integrative motivation using a wider range of learning strategies;to show more comprehensive learning motivation and positive attitude in language learning;to show a higher interest in both Chinese language and Chinese culture. To shed light on language learning motivation according to gender difference, questions about L2 motivation are worthy of empirical investigation.

The Exploration of Individual Differences in Second Language Learning

This paper mainly focuses on the influence of age and motivation in second language learning.Based on the theories of individual differences and an interview analysis,results obtained in this research include three aspects.Firstly,it is better to start a second language at an earlier age.Secondly,integrative motivation weighs more in the long-term success when learning a second language.Thirdly,creating better English environments is essential in EFL schools.

A CASE STUDY OF CHANGING MOTIVATION IN FOREIGN LANGUAGE LEARNING

After reviewing the main theoretical researches in second/foreign language learning motivation, this paper presents a case study of motivation. In this study, a questionnaire is conducted twice among 156 college students when they are freshmen and juniors. It intends to identify some components of foreign language learning motivation and probes into the causes for the changing motivations of students throughout four-year college education. The findings suggest that instrumental motivation plays a crucial role in foreign language learning context.