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.

The Central Role of Affect in Learning English as a Foreign Language

It is recognized by both teachers and researchers that affect has played an important role in learning second or foreign language.It can influence the rate and success of learning foreign or second language.It includes anxiety,motivation,attitude,inhibition,empathy,confidence,self-image etc.This paper analyzes the role of students’self-image,motivation,attitude in learning English as a foreign language.Students’affect towards English learning are relatively positive if those affective factors are controlled well.

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.

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.

The Influences of Affective Variables on and Implications for English Teaching and Learning

Admittedly cognitive variables such as intelligence and aptitude exert great impact on English learning. Affective variables, however, are of intense importance in determining English learning as well, because affect is a starting machine that sets the learning mechanism in motion and learning will run into difficulty if affect does not work properly. Besides, there is mounting interest in exploring the affective domain. Therefore, this paper focuses upon the analyses of four affective variables(attitude, motivation, self-esteem and anxiety) that have bearings on English learning and sets forth Implications for English teaching.

A Study on the Relationship between English Learning Motivation and Learning Effect

In order to explore the relationship between college students’English learning motivation and learning effect,this paper uses a questionnaire survey to investigate and analyze the English classroom learning motivation of first-year non-English majors.Based on the final English score,the paper analyzes the correlation between English learning motivation and learning effect.

The Impact of Industry-Education Integration on College Students’ Motivation to Learn English under the TPACK Framework

This paper explores the impact of industry-education integration on students’motivation in college English courses under the TPACK(Technological Pedagogical Content Knowledge)framework using a comprehensive approach combining quantitative and qualitative methods.Quantitative data analysis indicates a significant positive correlation between the perception of industry-education integration and the level of student learning motivation.There is also a clear association between the perception scores of TPACK framework integration and learning motivation.Qualitative data analysis reveals students’positive experiences and recognition of the TPACK framework integration in practical application projects.The study concludes that industry-education integration and the TPACK framework play a crucial role in enhancing students’learning motivation.It suggests optimizing teaching practices through faculty training,designing practical application projects,and promoting student interaction.This comprehensive analysis provides substantial guidance for the future development of English courses.

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 of English Learning Motivation of Left-behind Children from the Perspective of L2 Motivational Self System

A survey carried out among 286 left-behind children in a middle school through the lens of L2 Motivational Self System presents that although left-behind children possess low level of English learning motivation,they are favorably disposed towards studying English.Among the three dimensions of L2 Motivational Self System in this survey,L2 Learning Experience influences English learning motivation of left-behind children most and Ideal L2 Self with Ought-to L2 Self ranks the second in affecting their motivation.Practicalimplications are also provided.

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.

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.

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.

An Investigation of Junior Middle School Students'English Learning Motivation and Motivating Strategies

English learning motivation plays a more and more important role in junior middle school students' study,and it is necessary for students to learn English effectively.Therefore,teachers should take responsibilities for stimulating students' English learning motivation.This present thesis investigates 63 students who are from class 1 grade 1,class 2 grade 1 and class 3 grade 1 in NanJie country junior middle school in LinYing town LuoHe city by the way of questionnaire.And the thesis discusses the source of students' learning motivation,for the purpose of putting forward strategies of motivating students' English learning motivation in accordance with students' type of motivation.

Relationships Between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers

Overseas research has shown that achievement emotions have direct relationships with ＂achievement outcome＂ and＂achievement activities＂. The purpose of the present study aimed to compare the relationships betweenachievement emotions, motivation, and language learning strategies of high, mid and low achievers in Englishlanguage learning at an international university in a southern province in China. Quantitative data were collectedthrough a questionnaire survey of 74 （16 males, 58 females） TESL major students. Results indicated that studentsin general experienced more positive than negative achievement emotions; more intrinsically rather thanextrinsically motivated to learn English; and quite frequently used a variety of learning strategies to overcome theirlearning difficulties. However, Year Four low-achievers experienced more negative achievement emotions. Theyseldom used metacognitive, affective and social learning strategies, and they had lower degrees of intrinsicmotivation. Implications for institutional support for at risk students are discussed.

A Quantitative Study of the First-Year Non-English Major College Students' Motivation in Learning English

There are many factors that may affect language learners in acquiring a foreign or second language; motivation is one that cannot be neglected. This paper aims to find out the motivational variables which college students may have in learning English as a second language.

Research on the Current Situation and Cultivation of English Learning Motivation of Non-English Majors

English is not only a language,but also a tool.There are many factors that affect students’English learning quality and ef?ficiency,among which the biggest one is learning motivation.At present,some non-English majors in our country lack the motiva?tion of English learning,and the phenomenon of students’grade differentiation becomes more and more obvious,which seriously affects the process and quality of English teaching in the whole class.Analyzing and exploring the present situation and cultivation of English learning motivation of non-English majors can improve the quality and level of English learning of Chinese college stu?dents as a whole.

Integrative and Instrumental Motivational Orientations of English Language Learning

As a key predictor of learners’language achievement,motivation has long been an active research area in second language acquisition.Among assorted theories,Gardner’s perspective is one of the foundations of L2 motivation research and thus has dominated this field for a long time.Do?rnye later put forward the L2 Motivational Self System to reconceptualise Gardner’s notions.The current essay attempts to reflect on the concepts of integrative and instrumental motivational orientations discussed in both Gardner’s and Do?rnyei’s theoretical frameworks in order to gain a subtler understanding of the role of these two notions in L2 motivation.

The Learning Motivation of English Learning of Non-English Majors in Chinese University

This research aims at discovering the motivation of English learning among non-English majors in the high level edu?cation.It emphasizes how the inner and outer factors joint together to influence the efficiency of English learning under different linguistic views.It first sums up the background and core issues that lie in non-English majors’English language learning process.Then it specifically points out its main research subjects in the Chinese high level education stage,especially for non-English ma?jors and tries to explore the extent of concept by investing the motivations of the subjects and whether those factors would influ?ence the effect of English learning as a L2.And more importantly what is the most crucial factor to influence the motivation of English learning for those non-English majors.It also draws the attention on the influence of CET-4 and CET-6 according to the actual situation of the Chinese society.Based on the central theme in SLA research is that of interlanguage,the idea that the language that learners use is not simply the result of differences between the languages that they already know and the language that they are learning,but that it is a complete language system in its own right,with its own systematic rules.(The input hypoth?esis developed by linguist Stephen Krashen).This research uses the self-designed questionnaire as the instrument to weigh the de?termined motivation for non-English majors,this research reports the following core findings:non-utilitarian motivations are the most crucial motivation for non-English majors,while the request of the courses is the least;female non-English majors have higher motivation for English learning compared to male students.

A Study on Factors that Affect Motivation in English Learning of NonEnglish Major Cadets

Motivation is one of the critical factors that affect foreign language learning. This study attempts to explore the factors that affect motivation in English learning of non-English major cadets. An investigation is conducted in a military academy in southwest China, in which a Likert scale questionnaire is adopted. Through data analysis, eight factors are found to affect cadets' English learning motivation. Moreover, suggestions are provided to shed light on English teaching and learning in military academies.