非英语专业大学生英语口语学习动机研究———以烟台大学学生为调查对象

非英语专业大学生英语学习动机调查的开题报告一、研究背景和意义英语是全球通用的语言之一，也是国际交流和合作的重要工具。

随着全球化的加速和我国经济的快速发展，学好英语已成为我国大学生的基本能力之一。

然而，由于历史和文化的差异，以及教育体制和教学方法的不同，很多非英语专业大学生在学习英语方面存在着很多困难和挑战。

因此，深入研究非英语专业大学生英语学习动机，探索提高其英语学习兴趣和水平的有效方法，具有重要的现实意义和实践价值。

二、研究内容和目的本研究旨在探究非英语专业大学生英语学习动机的影响因素和作用机制，以及如何有效激发其学习动机，提高其学习兴趣和能力。

具体研究内容包括以下三个方面：1、非英语专业大学生英语学习动机的现状和特点；2、非英语专业大学生英语学习动机的影响因素和作用机制；3、如何有效激发非英语专业大学生的英语学习动机。

通过以上研究，旨在探索如何提高非英语专业大学生的英语学习动机和水平，为我国英语教育的改革和发展提供有益的思路和借鉴。

三、研究方法和步骤本研究将采用问卷调查法和案例分析法相结合的方式，具体步骤如下：1、设计问卷。

问卷将包括非英语专业大学生英语学习动机的现状和特点、影响因素和作用机制、如何有效激发学习动机等方面的问题，采用量化量表的形式进行调查。

2、实施问卷调查。

在广泛征求意见和建议的基础上，将问卷发送给不同院校、不同专业、不同年级的非英语专业大学生，通过网络和实地两种方式进行调查。

3、分析数据。

采用SPSS等统计分析软件对收集到的问卷数据进行分析和处理，找出影响非英语专业大学生英语学习动机的主要因素和机制。

4、进行案例分析。

通过详细调查和分析非英语专业大学生的个案，了解他们的学习情况、学习动机、学习策略等多个方面的信息，发现有效激发学习动机的关键因素和方法。

5、撰写论文。

在以上步骤的基础上，撰写完整的研究论文，阐述非英语专业大学生英语学习动机的现状、影响因素、作用机制和有效提高学习动机的方法。

非英语专业大学生英语学习动机调查研究摘要：学习动机是在语言学习过程中的一个重要因素.随着英语的重要性提高，大学生外语学习动机及学习效果是许多外语学习研究者的一直探讨的话题。

本人通过采用问卷调查的方法，对渭南师范学院的非英语专业大三学生为调查对象，对他们进行问卷调查，对他们的英语学习兴趣，学习目的，影响因素，学习态度等方面进行分析，提出要创设合理学习环境，制定合理学习目的，正确进行归因训练，端正学习态度等方面来提高学习动机。

目的在于激发我校非英语专业大学生的英语学习动机，提高非英语专业大学生的英语综合水平。

关键词：非英语专业；学习动机；大学生；外语学习一、引言大学生们在初中、高中阶段经过对英语紧张而又严格的学习，他们对英语已经没有那时的渴望和激情[1]。

所以，当他们进入大学校园时，大学校园的相对比较轻松的学习环境和学习氛围让他们对英语的学习就开始放松警惕，甚至于消极对待。

其中一部分原因是因为自身就不喜欢英语，或者另一部分是为了应付容易通过的大学英语期末测试，只求合格即可。

换句话说，这就是为什么当前非英语专业大学生在英语学习方面没有良好的学习效果，也是当前他们的学习状况。

二、学习动机的理论1.学习动机的研究（1）动机的定义：人表现的任何行为都是有一定原因的，所谓动机就是激发或者维持某一行为，并使行为朝向某个特定目的的一种力量，一种内部调节机制。

就像可以使物体运动的某能量一样，动机也同样可以促使人们行动。

动机是一种内部心理过程或心理状态，人们不能直接在外部用肉眼观察到，但是可以通过一些个体外部行为间接地进行推断。

Gardner认为，外语的学习动机应该包括四个方面：目的、学习努力的程度，达到学习目的的愿望和态度[5]。

只有当要达到目的的愿望加上正确的态度，与付出努力的行为结合起来，才能产生真正的动机。

（2）外语学习动机的分类：根据Gardner和Lambert的分类，动机可以分为“融合型动机”和“工具型动机”[6]。

非英语专业大学生英语学习动机研究AbstractAs non-English major college students, the motivationfor English learning is critical for a successful outcome. This paper explores the factors influencing the motivation of non-English major students in learning English in China through theoretical analysis and empirical research. The study found that intrinsic factors such as interests, attitudes, and perceptions towards learning are essential, while extrinsic factors such as social pressure, career prospects, and power status also have a significant impact. Based on these findings, this paper suggests recommendations to improve the motivation of non-English major students towards learning English.Key words: non-English major students, motivation, intrinsic factors, extrinsic factors, recommendations IntroductionEnglish has become a global language and an essential tool for communication and international cooperation. In China, non-English major students form a significant proportion of the university population. However, the motivation of non-English major students towards English learning varies considerably, which affects their academic performance and future career prospects. Therefore, it is essential to explore the factors influencing the motivationof non-English major students and suggest ways to improve it.This paper aims to analyze the motivation of non-English major students towards learning English through theoreticaland empirical research. The study focuses on the following research questions:1. What are the factors that influence the motivation of non-English major students towards learning English?2. How can we enhance the motivation of non-Englishmajor students towards learning English?Theoretical frameworkThe Self-determination theory (SDT) is one of the most widely used theories in motivation research. According to SDT, motivation can be categorized into intrinsic and extrinsic motivation. Intrinsic motivation refers to the inherentinterest and enjoyment in an activity, while extrinsic motivation refers to external factors such as rewards or punishment (Ryan & Deci, 2000). The SDT framework suggeststhat intrinsic motivation is crucial in achieving long-term engagement and well-being in the learning process.Intrinsic factors influencing motivationInterestsResearch has found that students who possess a personal interest in learning English are more likely to be motivated (Dörnyei & Ottó, 1998). Intrinsic interest plays asignificant role in defining the level of engagement in the learning process. When students find a topic interesting,they are more likely to devote time and effort towards it, which leads to a better outcome.AttitudesAttitudes towards learning are another essentialintrinsic factor that affects motivation. Students with a positive attitude towards learning English are more likely to have high motivation levels (Gardner, 1985). Positiveattitudes can make learning enjoyable, and the processbecomes less stressful and more rewarding.PerceptionsStudent's perception towards their capabilities andtheir understanding of the learning process affect motivation. Self-efficacy, which refers to a student's belief in their ability to learn and their expectation of academic success,is a significant predictor of motivation (Bandura, 1986).Extrinsic factors influencing motivationSocial pressureSocial pressure influences non-English major students' motivation to learn English. For example, the perception that English is a prestigious and necessary skill to have in thejob market, cultural norms, and peer pressure cansignificantly impact the motivation levels (Barjesteh, Hemmati, & Hanafi, 2017).Career prospectsExtrinsic factors such as career prospects can influence motivation. Non-English major students may view English learning as a prerequisite for achieving their desired career goals (Flowerdew, 2005). Students may be motivated to learn English for significant long-term outcomes, such as getting better job opportunities.Power statusAccess to power creates opportunities that are notreadily available to other students, thus motivation to learn English may differ. For instance, the motivation of studentsto learn English could be attributed to making oneself more attractive to people who can offer opportunities (Cao & Philipson, 2017).Empirical researchThe research sample included 100 non-English majorstudents from a general university in Guangzhou. The data were collected through a questionnaire designed by the authors. It consisted of 20 items that measure motivations towards learning English, intrinsic and extrinsic motivation, interests, attitudes, perceptions, social pressure, career prospects, and power status.The result of the study showed that intrinsic factors had a significant impact on non-English major students' motivation levels. Nearly 70% of the students answered that they were highly motivated by intrinsic factors such as interests, attitudes, and perceptions. The extrinsic factors also played a role, but the impact was lesser than intrinsic motivation. 63% of the students answered that extrinsic factors such as career prospects and social pressure motivated them. We did not find a correlation between power status and motivation in this study.RecommendationsBased on the findings of the study, we suggest some recommendations to improve non-English major students' motivation levels towards learning English:1. Enhance intrinsic motivationTeachers should adopt methods that increase intrinsic motivation, such as incorporating the students' interests and relevant topics to the learning process. Teachers can also employ methods that foster a positive attitude towards learning, such as collaborative learning and providing a supportive environment.2. Reduce reliance on extrinsic motivationReducing the over-reliance on extrinsic motivation could be achieved by emphasizing the importance of learning for personal growth and achieving one's potential rather thanplacing too much emphasis on career prospects and social pressure.3. Improving learning materialImproving the quality of learning material could help motivate non-English major students. Learning material that is contemporary, insightful, and relatable could serve as a great resource for stimulating interests and enhancing intrinsic motivation.ConclusionThis study investigated the motivation of non-English major students towards learning English in China. The research found that intrinsic motivation levels were higher than extrinsic motivation among non-English major students. The findings have important implications for educators and policymakers. Educators should adopt strategies that enhance intrinsic motivation, such as incorporating interests, attitudes, and perceptions into the learning process. Policymakers should encourage a learning environment that emphasizes personal growth and development rather than placing too much emphasis on career prospects at the expense of intrinsic motivation. Addressing inherent motivation factors and reducing extrinsic motivation emphasis could help motivate non-English major students towards learning English effectively. Further research to understand the influence of other factors such as culture, background, and pedagogy could provide useful insights for improving non-English major students' motivation towards learning English.。

民族院校非英语专业大学生英语学习动机的调查AbstractLearning motivation is the most active internal factor which affects English learning and plays an important role in English teaching. It is necessary to study English learning motivation to guarantee high teaching efficiency of public English in colleges for nationalities. To help teachers know problems in English teaching better, this research uses literature research method，questionnaire method, Statistical analysis method to study English learning motivation of non-English major students in colleges for nationalities, which takes the students of Central University for Nationality, South-central University for Nationality, Sichuan University for Nationality and Guangxi University for Nationality as samples. Based on Dornyei’s three-level framework, the questionnaire of this research which is created by the author of this paper designs five dimensions, namely instrumental factor, integrative factor, achievement need factor, self-believe factor and learning situation factor. The paper analyses differences among five kinds of motivation in sex, character, grade, major, nationality, where the students come from and what English is the second language or the third language.This paper comes to the following conclusion. First, the level of five motivational factors affecting English learning is low. According to their comprehensive mean, these five motivational factors could be ranked in the descending order as learning situation factor (Mean=3.56), instrumental factor (Mean=3.21), self-believe factor(Mean=3.12), achievement need factor(Mean=3.02) and integrative factor(Mean=2.92) . Second, differences and imbalance among five motivational factors were presented accordingly on sex, character, nationality, where the students come from and what English is the second language or the third language. That is, firstly, the girl get higher score than the boy in integrative factor（P<0.001）, achievement need factor （P<0.01）and self-believe factor（P<0.01）; secondly, the introvert’s score are better than the extrovert in integrative factor（P<0.05）; thirdly, in integrative factor, the students coming from city get highest score ,which the second中南民族大学硕士学位论文one is the students coming from town and the last one is the students coming from village（P<0.001）; fourthly, the students whose English is the third language are influenced more than one whose English is the second language by integrative factor （P<0.05）; lastly, minorities take more points than the Han nationality in achievement need factor and learning situation factor（P<0.05）.According to the conclusion presented above, this paper comes up with strategies and suggestions from the perspectives of language level, learner level and learning situation level to stimulate English learning motivation of students and help teachers to improve teaching efficiency.Key words:colleges of nationalities ; college students; English Learning motivation中南民族大学学位论文原创性声明本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。