How to Stimulate College Students' English Learning Motivation

Motivation to language learning is a complex set of variables including effort, desire to achieve goals, as well as attitudes toward the learning of the language. Individuals' motivation to second-language learning also includes their motivation orientations, interest in the second language, attitudes toward the second-language group, attitudes toward the second-language learning situations and second-language anxiety. Based on the basic theories and approaches, teaching activities are part of motivation in English classes. The teacher of language should have a good influence on students and develop students' keen interest in study in order to strengthen their intrinsic motivation, and set up some new goals for students to pursue and give the feedback to reinforce their inner drive and confidence. Thus, students will become major conductors, make full use of their potentials and enhance their study results.

What Motivates Us to Learn as We Grow?——A Research Review on the Relationship between Age and Motivation in Second Language Learning

Motivation is always a dominatant factor in second language learning and teaching. Dornyei once suggested his model of learners' motivation, which is, language learning attitudes and the Ideal L2 self. Certainly, this could bring some research interests to other researchers. In this paper, the author reviews a research carried among the Hungarians, where the research focus is clearly given on the relationship between age and motivation to test Dornyei' s theory and offer a new way to promote learner's motivation in second language learning.

Motivation in Second Language Learning and English Teaching

It is believed that individual learner variables influence learning outcomes.Thevariables have been categorized into cognitive variables,affective variables and personality var-iables.Of affective variables,motivation has been thought to play a most important role in L2learning.Therefore,a further study of motivation can really help a lotin English teaching.Thearticle states the information of motivation and its influence on English language teaching.

The Corelationship between Face and English Learning Motivation

Students' motivation in learning English is analyzed.To save others' faces has become one of the general principles for people to follow in their communication.Face-wants concept also brings some negative effect to students' English study.Some English teaching strategies are explored by analyzing the negative effect of the face-wants concept in English teaching.

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.

Teacher Immediacy and Its Effects on Learning andMotivation

Immediacy behaviors can reduce psychological and physical distance between communicators and enhance closeness to and interaction with others. Teachers can use immediacy behaviors to communicate this positive regard and stimulate their students. The paper points to the strong impact of teachers using immediacy behaviors to modify student motivation and increase learning.

Suggestions on How to Stimulate Non-English Major Sophomores' English Learning Motivation

Many researchers regard motivation as a very important factor for second language learners to acquire the language successfully.Motivated students will perform better than unmotivated students in language learning,therefore,they will develop the potential of second language skills better.This research studied the motivation types of 255 sophomores from Huanghuai University.A questionnaire based on the one designed by Qin Xiaoqing and Wen Qiufang was adopted.The results demonstrate that the motivation possessed by sophomores was not beneficial towards improving their English learning.In order to present a good guide to students’English learning,the author provides several pieces of advice.

The Analysis on the Role of Motivation in College Students’ English Learning

Foreign language teaching is a very complicated process that includes varied factors.Among those factors,the learner's factors are very important.Learner is the main part of a foreign language learning and teaching.In recent years,considerable research has been focused on the study of the foreign language learners,especially on their motivations.Learners'motivation plays a very important role in Chinese college students'English learning.

On the Varieties and Factors of Chinese College Students Motivations in English Learning

Learner's motivation is very important in learning process and learning result. It can be divided into different varieties. The positive factors which can influence learner's motivation can play a vital role in College English teaching. In college English learning and teaching, teachers should adopt suitable teaching strategies and methods to realize these positive factors in order to im-prove college students English learning.

A Research on the Influence of Motivation And Attitude on Foreign Language Learning

There are various affective factors which have a profound influence on foreign language learning,such as aptitude,social-psychological factors and emotion,etc,among which the social-psychological factors,namely,motivation and attitude,are the focus ofthis thesis.This thesis aims to analyze the role played by motivation and attitude in foreign language learning.

How does the Instrumental Motivation Affect English Learning in China

For years,learning English has always been a popular trend in China.However,for most of students,the main purpose of learning this language is not to improve their English proficiency but to obtain the related English proficiency certificates,which will contribute to their graduation or competition.Under such instrumental motivation,students may succeed in shortterm competition but fail in long-term development,especially when studying abroad or working in a foreign company.In order to help Chinese students improve their English proficiency effectively;this article will introduce several strategies that could be considered and implemented in English classes in China.

The Washback of CET-4 on College Students' motivation toward English Learning in Less-developed Areas

Considering the important role that motivation plays in the process of second language learning, which can influence stu-dents' behaviours and performance in language learning and the fact that some college students in less-developed areas are learn-ing English under the pressure of preparing for the CET-4, it becomes important to explore the washback of the CET-4 on the stu-dents' motivation toward English learning and this paper is going to investigate this.

Motivation——A Factor Affecting Foreign Language Learning

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Recent Development of Research on Foreign Language Learning Motivation

Based on the definition of motivation,this thesis takes the material of the core journals of foreign languages over the past 10 years,analyzes the research content,research subjects,and research methods,through the research on the recent development of foreign language learning motivation,and aims to provide some teaching implications for the future English teaching.

A Study on the Relationship between Intrinsic Motivation and Learner Autonomy in English Learning of Non-English Major College Students

To provide scientific feedback and advice on improving the English autonomous learning ability of non-English majorsand in improving the quality of English for non-English majors, it is urgent to study the relationship between intrinsic motivationand learner autonomy. Based on the theory of intrinsic motivation and learner autonomy, a questionnaire survey is used to investi-gate non-English students at Northeast Agricultural University. The obtained data through SPSS analysis and case simulation showthat there is a positive correlation between intrinsic motivation and learner autonomy, which proves the necessity and feasibility ofconstructing autonomous learning factor model to improve the self-learning ability of contemporary non-English majors.

Motivation and Learning Strategies of Chinese ESL Learners

This study focuses on learners' two characteristics: motivation and learning strategies.In the field of English as a second language(ESL),learners' motivation and learning strategies determine how fast and how wellthey acquire the language as well as getting involved in other country.This paper attempts to explore Chinese ESL learners' motiva-tion in English and how they employ different learning strategies to practice or facilitate their English learning in class and beyond class.

Investigation of English Learning Motivation in Higher Vocational Institutes

Since China joined WTO in 2001, there has been an increasing demand for professional technicians for the development and construction of economy. English being a tool for inter-countries communication has drawn great attention in higher vocational education. As for higher vocational institute students to learn English well, learning motivation plays a vital part. Therefore, this essay is written to analyze the features of the main types of motivation held by the higher vocational institute students and accordingly offer some suggestions for teachers to improve their teaching quality and efficiency in higher vocational institute.

Motivation——the Major Individual Learner Difference in Second Language Learning

As one of the major individual learner differences in second language learning,motivation is frequently used to account for differential success in learning a foreign language.When comes to the definition of motivation,Ellis(2006:537) primarily defines motivation is "the effort learners were prepared to make to learn a language and their persistence in learning." According to Dornyei(2001a:8) motivation is The choice of a particular action,the persistence with it,the effort expended on it.In other words,motivation is responsible for why people decide to do something,how long they are willing to sustain the activity,how hard they are going to pursue it.

Classroom Activity and Intrinsic Motivationin EFL Teaching and Learning

The question of how to motivate language learners has been a neglected area in L2 motivation research, and even thefew available analyses lack an adequate research base. This article presents the results of an empirical survey aimed at initiatinginterviews and conducting follow-up questionnaire to obtain classroom data on motivational classroom teaching activities and theactual effect of these strategies. This current study provides new insights into English classroom teaching with further researchinvestigation and teaching implication to promote students＇ integrative motivation through classroom teaching activities.

A Study on English Learning Motivation Types of Non-English Majors

This paper investigates the motivation types of non-English majors in English learning by means of questionnaires . The subjects were 100 non-English majors of Science and Arts in Hubei University of Technology. The questionnaire adopts the Eng-lish Learning Motivation Questionnaire designed by Gao Yihong and her team, which includes 30 questions about reason to learn English. Through exploratory factor analysis, there are seven types of motivation, namely, intrinsic interest, immediate achieve-ment, going abroad, learning situation, social responsibility, individual development and information media. This paper uses SPSS to analyze the data by correlation analysis in order to explore the influence among personal factors and the relation between person-al factors and motivation types. The results show that major and English proficiency have significant effects on English learning mo-tivation. In addition, there is interaction between the age when English learning began and family background, major and English proficiency.