1、i大學(xué)生英語學(xué)習(xí)動機(jī)的研究大學(xué)生英語學(xué)習(xí)動機(jī)的研究摘要摘要:本文從學(xué)習(xí)動機(jī)的概念及其發(fā)展出發(fā)，著重研究了影響我國大學(xué)生英語的學(xué)習(xí)動機(jī)的主要因素。論文通過對本校60名大學(xué)生英語學(xué)習(xí)動機(jī)的相關(guān)問卷調(diào)查，并借鑒相關(guān)學(xué)者研究的觀點(diǎn)，從學(xué)生自身內(nèi)部，社會和學(xué)校教育三個角度分析出了影響當(dāng)今大學(xué)生英語學(xué)習(xí)動機(jī)的主要因素，旨在為大學(xué)生提出一些激發(fā)英語學(xué)習(xí)動機(jī)的策略。本文為激發(fā)大學(xué)生英語學(xué)習(xí)動機(jī)幫助大學(xué)生提升英語學(xué)習(xí)的能力提出了四個策略：1）要主動與英語

2、老師溝通交流，以便建立一個良好的師生關(guān)系；2）要對自己的英語學(xué)習(xí)進(jìn)行合理的評價及其歸因；3）通過多種方式來提升自己對英語的學(xué)習(xí)興趣；4）培養(yǎng)自身的社會責(zé)任感和自我價值觀。關(guān)鍵詞：關(guān)鍵詞：大學(xué)生；英語動機(jī)；主要因素；策略AStudyonMotivationofCollegeStudentsinEnglishLearningAbstract:Basedontheconceptofthelearningmotivationitsdevelop

3、mentthispaperpointsoutsthemainfactsinfluencingtheEnglishlearningmotivationinChinesecollegestudents.Throughthemotivationalquestionnaireof60studentsinYinxingInternationalHospitalityManagementCollegethisarticledrawsfromther

4、elatedscholars’histicalreviewsanalyzesthemainfactsaffectingtheEnglishlearningmotivationofcollegestudentsfromthestudents’internalsocialeducationalperspectives.ThepurposeofthispaperistoputfwardfourstrategiestostimulatetheE

5、nglishlearningmotivation.ThesefourstrategiescanhelpstudentsenhancetheabilitytolearnEnglishthat:1)tocommunicatewiththeEnglishteachersactivelyindertoestablishagoodrelationshipbetweenteachersstudents2)toevaluateattributerea

6、sonablythestudents’Englishlearning3)toenhancetheirinterestinEnglishlearningthroughavarietyofways4)todevelopstudents’senseofsocialresponsibilityselfwth.Keywds：CollegestudentsEnglishlearningmotivationmajfactsstrategies1ASt

7、udyonMotivationofCollegeStudentsinEnglishLearning1.IntroductionNowadaysEnglishlanguagehasplayedanimptantroleinthewldsointheuniversitylearningmasteringEnglishalsobecomeacompulsycourseinChina.Englishisanimptanttoolfexchang

8、inginfmationexpressinginnerthoughts.TheelevationofEnglishlearningbasesonalongperiodwhichincludeslisteningspeakingreadingwriting.Indertolearnthislanguagebetterthepropermotivationhasbeenregardedasthemostdynamicfactsaffecti

9、ngtheEnglishlearning.JustasCder(1981)putit“givenmotivationanyonecanlearnalanguage”.UptonowmanyresearcheshavebeenconductedtodescribeanalyzethemotivationofcollegestudentsinEnglishlearning.Thewd“motivation”hasappearedintheb

10、ookin1930sofficially.Motivationallevelisreflectedbythelearners’motivationalbehaviit’sinfluencedbymanymotivationalvariables.Inrecentyearsmuchwkhasbeendonetoresearchintothemotivationalvariables.Gardner(1972)Lambert(1972)as

11、pioneersinthefieldofSLAhaveresearchedintomotivationmainlyfromsocial－psychologicaldimensiondividedmotivationintointegrativemotivationinstrumentalmotivation.Inthe1990sresearchersofsecondlanguageshadnotonlyconductedresearch

12、fromthisdimensionbutalsointroducedsomeotherkindsofmotivationsmotivationalvariablescomprehensivelyfrommanyotherperspectives.ManyChineselinguistshaveattachedgreatimptancetomotivationstudyinLEFLinrecentyears.Themainresearch

13、onChinesestudents’EnglishlearningmotivationincludesLiuRunqinghiscolleagues’studyof“TheMainDeterminantsofEnglishMajs’LanguageLearningSituation”(1991).Mostresearchtakesmotivationasoneofthedeterminantsoflanguagelearningachi

14、evementinvestigatestheinfluenceofmotivationonEnglishlearning.ButfewstudieshaveanalyzedthefacteffectingthemotivationofcollegestudentsinEnglishlearningfromintrinsicexternalperspective.Sothispaperaimsatresearchingthelearnin