本科畢業(yè)設(shè)計(jì)-略探激發(fā)學(xué)生學(xué)習(xí)的內(nèi)在動(dòng)機(jī)以增城學(xué)院經(jīng)濟(jì)系學(xué)生為例

4-AbstractWiththedevelopmentofsociety,economics,technology,Englishhasbecomeamoreandmoreimportanttoolofcommunication.Atthesametime,facingtheopportunitiesandchallengesofferedbytheglobalization,Chinaisinthegreatestneedofprofessionaltalentswho,alongwiththeirownmajors,haveagoodcommandofEnglishastheirsecondlanguagetocommunicatewithdifferentpeopleindifferentfieldsofinternationalexchange.Thus,EnglishteachingishighlyexpectedtocontributetotheChineseeducationsystemandmotivatingthewholeatmosphereforChinesestudentsespeciallythosefromtheprivatecolleges.Economyisrelatedtopoliticsandtechnology.Andnowitistheageoftheeconomicglobalization.TherequirementforstudentstouseEnglishhasbeenimproved,especiallyeconomicmajors.Inourcountry,manyinstitutesofeconomieshavebeenusingEnglishtogiveclassesinmanykeyuniversities.Thoughtithasnotbeenextendedinourcollege(ZengchengCollegeofSouthChinaNormalUniversity),thestudentsneedtoimprovetheirEnglishskillswhichwilllendahandtotheirjobhuntingandself-studying.Allbehaviorsoflearningarebroughtaboutbylearningmotivation.Therefore,ithasbeenstudiedforalongtime.Thesefewyears,manyresearchersreportthattheEnglishlearningstateofcollegestudentsisverydisappointing,especiallyeconomicmajorstudents.SomeofthemlackEnglishlearningmotivation.However,Englishlearningseemsmoreandmoreimportantwiththedevelopmentofsociety.Nowadays,manycareerssuchascomputertechnicians,websiteeditors,orevensellersneedEnglishskills.Infact,ifyouwanttotakepartinabettercompany,youshoulddowellinEnglish.Inaword,sincemanystudentshavenotbuiltuparightEnglishlearningmotivation,theyfailinstudyingEnglish.What’smore,learningmotivationcanbedividedintointegrativemotivation,instrumentalmotivationandothermotivations.Studentshavemanytimestostudybythemselves,intheuniversity,butwecan’tignorethetimeinclass.Fromtheresultsofrecentstudy,manyscholarsemphasizeroletransitionofteachersintheclass.Asaresult,howtostimulatestudents’learningmotivationinlimitedtimeofaclassismoreandmoreimportant.Learningmotivationisinherent.Itisakindofpsychologicaltendencyorabilitywhichisexpressedinapositivepsychologicalstateandafavorablestudyenvironment.Therefore,thedissertationwillfocusonthestimulatingintrinsicmotivation;takeanexampleatnon-Englishmajorincollege.Keywords:learningmotivation;economicmajor;stimulate;intrinsicmotivation摘要隨著社會(huì)，經(jīng)濟(jì)，科技的日益發(fā)展，英語(yǔ)已經(jīng)成為一種日益重要的交流工具。同時(shí)，面臨著全球經(jīng)濟(jì)化所帶來(lái)的機(jī)遇與挑戰(zhàn)，我國(guó)急需大量擁有豐富專業(yè)知識(shí)和技能，并且能夠熟練地使用英語(yǔ)進(jìn)行溝通。因此，我們迫切需要培養(yǎng)這樣的復(fù)合型和實(shí)用型的人才。經(jīng)濟(jì)與政治，科學(xué)息息相關(guān)，經(jīng)濟(jì)類專業(yè)要求學(xué)生的英語(yǔ)水平也逐漸提高。我國(guó)大部分重點(diǎn)本科的經(jīng)濟(jì)類專業(yè)已經(jīng)有全英教學(xué)的課程。我院（華南師范大學(xué)增城學(xué)院）經(jīng)濟(jì)類專業(yè)雖然還沒(méi)有推廣全英教學(xué)，但如果這類專業(yè)的學(xué)生能夠掌握基礎(chǔ)的英語(yǔ)知識(shí)，并能夠熟練地運(yùn)用英語(yǔ)溝通。這將會(huì)提高經(jīng)濟(jì)類專業(yè)學(xué)生日后的就業(yè)競(jìng)爭(zhēng)能力和自主學(xué)習(xí)專業(yè)知識(shí)的能力。許多調(diào)查表明當(dāng)代大學(xué)生學(xué)習(xí)英語(yǔ)的動(dòng)機(jī)傾向已不能單一地歸納為是融合性動(dòng)機(jī)傾向或者工具性動(dòng)機(jī)傾向，很多時(shí)候是這兩方面的結(jié)合。本文選擇了獨(dú)立學(xué)院經(jīng)濟(jì)類專業(yè)學(xué)生作為探究的對(duì)象。雖然在大學(xué)里，學(xué)生自主學(xué)習(xí)的時(shí)間居多，但也不能忽略課堂的時(shí)間。從近年研究結(jié)果看來(lái)，越來(lái)越多的研究者強(qiáng)調(diào)老師在課堂上角色的轉(zhuǎn)換，因此教師如何利用課堂有限的時(shí)間激發(fā)學(xué)生學(xué)習(xí)的興趣越來(lái)越重要。本文利用調(diào)查問(wèn)卷，面對(duì)面訪談等方法，真實(shí)反映華南師范大學(xué)增城學(xué)院經(jīng)濟(jì)類專業(yè)學(xué)生學(xué)習(xí)英語(yǔ)的現(xiàn)狀，并針對(duì)其喜好習(xí)慣提出激發(fā)學(xué)習(xí)英語(yǔ)動(dòng)機(jī)的方法。關(guān)鍵詞：學(xué)習(xí)動(dòng)機(jī)；經(jīng)濟(jì)類專業(yè)；激發(fā)；內(nèi)部動(dòng)機(jī)

ContentsAbstract -ⅰ-摘要 -ⅱ-1.Introduction 11.1Rationale 11.2AimandObjective 11.3Organizationofthepaper 22.LiteratureReview 32.1Motivation 32.1.1Definitionoflearningmotivation 32.1.2Theimportanceofmotivation 32.2Typesofmotivation 42.2.1Extrinsicmotivation 42.2.2Intrinsicmotivation 42.2.3Previousstudiesofextrinsicmotivationandintrinsicmotivation 42.2.4Instrumentmotivation 42.2.5Integrativemotivation 53.ResearchMethodology 63.1Researchquestion 63.2Subjects 63.3Instrument 63.4Procedures 64.ResultandDiscussion 84.1Questionnaireresults 84.1.1ResultsoftheQuestionnaire 84.1.2AnalysisoftheresultsoftheQuestionnaire 104.1.3TheanalysisofthemotivationforEnglishlearning 104.2Studentinterviewresults 104.2.1TheanalysisofthedirectreasonsofEnglishlearningmotivation 114.2.2TheanalysisofhowateacheraffectingtheEnglishlearningmotivation 115.Conclusion 135.1Majorfindings 135.2Pedagogicalimplications 135.3Limitationsandsuggestions 14Workingreferences 15Appendix 17AppendixA:ASampleofQuestionnaireItems 17AppendixB:ASampleofInterviewtitle 18Acknowledgments 191.Introduction1.1RationaleSecondLanguageAcquisitionhasbeenanindependentsubjectinthe1970s.Inthepast30years,thestudycenterofSecondLanguageAcquisitionhadmovedfromexploringmethodsofteachingtoMultivariableresearch.Multivariableresearchcanbedividedintotwoforms.Oneisstudyinglearners’psychologicalprocesswhentheystudyasecondlanguage.Theotheroneisstudyinglearners’individualdifference.Learners’individualdifferenceisthemostimportantpartofresearching（Skeham,1989.）However,amongfactorssuchasage,languageaptitude,learningstrategiesandmotivation,learningmotivationisoneofthemostinitiativefactors.From1950s,motivationresearchiscloselycombinedwithstudy,manyresearcherslikeAtkinson(1966)raisedAchievementMotivationTheory,Weiner(1970)raisedRetirementEffectTheory,itmademotivationresearchmovefurtherwithsocialpsychology,sociologyandacknowledge.After90s,researchesofGardner(1985)andLambert,Clement(1990)werefrompsychologicalperspective,andfromthenon,itledalargenumberoffollowers.Deci（1985）andRyan（1995）putforwardAHeartMotivationTheory--Self-DelaminationTheory.Chomsky(1988:181)everstressestheimportanceofstimulatingthelearner’smotivation,“thetruthofthematteristhatabout99percentofteachingismakingthestudentsfeelinterestedinthematerial.Throughoutallthekeyfactorsthatgivethemostinfluentialimpetustotheteachers,learningmotivationmaybetheuniqueone.Itseemsthatlearningmotivationismorelikelytohappenwheneverwearedeterminedtolearnsomething.Therefore,stimulatingthelearnershouldbethetoppriorityoftheforeignlanguageteacher’stask.InChina,studyingmotivationresearchcanbedividedintotwostages.From80sto90s,researchofmotivationwasjustbudded.Manydomesticscholarsimportedtheoryfromoversea.First,theyintroducedandtranslatedthosetheories,andthen,discussedandpublishedworks.Manybooksandpaperssawmotivationasanimportantfactorofsocialpsychological.Andtheymainlystudyintheeffectofmotivation.Thesecondstageisfrom90stonow.Duringthisstage,researchersnomorebeinglimitedtosinglesocialpsychological,theystudyitfromphysiology,behaviorism,acknowledgeandsociology.Atpresent,therearetwotendenciesofresearchingmotivation.Oneisdiscussingcomponentsofmotivationintheory.Theotheroneisdiscussinginnerstructureofmotivationbyempiricalmethod.Withdevelopmentofsociety,manyscholarsfocusonlearners’emotionalfactorsandmotivationresearch.Theyhavebegunstudylearner’sindividualcharacterdifference.1.2AimandObjectiveThisstudyaimstofindouttheeffectivewaytodevelopeconomicmajorstudents’motivationinlearningEnglish.Ingeneral,thestudyhasthefollowingthreesubjunctives:(1)toinvestigatetheexistingsituationoflearningasecondlanguageofeconomicmajorstudents.(2)tofindoutsomeeffectivemethodstoovercomestudents’negativethinking,emotionandbehavior.(3)todrawusefulimplicationsoftrainingeconomicmajorstudents’motivationTobespecific,thisstudyattempttoanswerthefollowingthreequestions:(1)whatistheexistingsituationoflearningEnglishofeconomicmajorstudents?（2）Whatistheeffectiveoftrainingmotivationoflearning?（3）Whatusefulimplicationsoftrainingmotivationoflearningcanbedrawn?1.3OrganizationofthepaperThispaperisdividedintofivechapters.Chapteroneservesasanoverallintroductiontotherationaleandaimofstudy.Chaptertwoisanoverviewofthetheoriesandstudiesrationaletomotivation.Chapterthreedescribestheresearchmethodology,includingresearchquestions,subjects,design,instruments,datacollectionandsoforth.InChapterfourtheresultoftheinvestigationandexperimentwillbepresentanddiscussedobjectivelyandindetail.Finally,Chapterfiveisdevotedtotheconclusioninwhichwewillputforwardthemajorfindingandimplicationsofthestudy.2.LiteratureReviewInthischapter,wewillbrieflyintroducethetheoriesandstudiesconcerningmotivation,integrativemotivationandinstrumentalmotivation.2.1Motivation2.1.1DefinitionoflearningmotivationTheconceptofmotivationhasinterpreteddifferentlyastheoriesofpsychologywhichhaveadopteddifferentperspectives,andthetermhascometobeusedindifferentwaysbydifferentpeople.AccordingtoWilliamsandBurden(1997)theword‘motivation’isonlymeaningfulinrelationtoaparticularaction.Morethanthat,theconceptofmotivationiscomposedofmanydifferentandoverlappingfactorssuchasinterest,curiosity,oradesiretoachieve.Theseinturnwilldifferindifferentsituationsandcircumstances,andalsobesubjecttovariousexternalinfluencessuchasparents,teachersandexams.Thusanydiscussionofmotivationisinevitablycomplicated.Learningmotivationmeansthatstudentsfindoutitismeaningfulandvaluabletostudy,andtheytrytheirbesttogetexpectedlearningbenefits.AsBrophysaid,itisacognitivereaction,anditinvolvesgettingmeaningofanactivity,understandingknowledgewhichitinvolves,andgraspingskillswhichitpromotes.（Brophy,1983;Brophy&Kher,1986）Learningmotivationisinherent.Itisakindofpsychologicaltendencyorabilitywhichisexpressedinapositivepsychologicalstateandafavorablestudyenvironment.2.1.2TheimportanceofmotivationMotivationisattheheartofmanyofthemostimportantconcernsofteachers.Itisoneofthemostimportantprerequisitesforlearning,anditisoneofthemainfactorsfordifferentlearnerstoachievedifferentdegreesofsuccess.Inanarticlewrittennearlythirtyyearsago,Girard(PennyUr,2000:276)in1977emphasizedthatitisanimportantpartoftheteacher’sjobtomotivatelearners.Inmorerecent“l(fā)earner-centered”approachestolanguageteaching,however,theteacher’sfunctionisseenmainlyasaproviderofmaterialsandconditionsforlearning,whilethelearnertakesresponsibilityforhisorherownmotivationandperformance.Withtheforeignlanguageteachingandresearchturningfromlanguageknowledgetolanguagelearners,thestudyofthedifferencesofstudentindividualbecomesoneofthefocuses.Chomsky(JaneArnold,2000:13)pointedouttheimportanceofactivatinglearners’motivation:”Thetruthofthematteristhatabout99percentofteachingismakingthestudentsfeelinterestedinmaterial”.Motivationinvolvesthelearner’sreasonsforattemptingtoacquiretheforeignlanguage,butpreciselywhatcreatesthemotivationisthecruxofthematter.2.2TypesofmotivationItisofgreatimportancenotonlyinpedagogicalbutalsoinpsychologicalperspectivetomakeclearofthetypesoflearningmotivationforthesecondlanguagelearnersandteacherssoastopavethewayforfurtherstudy.Thus,thefollowingpartsaregoingtoillustratethekeyaspectsofmaintypesoflearningmotivationsoastolayoutacomprehensiveperspectiveofoverthenatureofmotivationandmakebetterunderstandingofit.2.2.1ExtrinsicmotivationPerhapsthemostinfluentialdimensionofthemotivationconstructingeneralisthedegreetowhichlearnersareextrinsicallyorintrinsicallymotivatedtosucceedinatask.Extrinsicmotivatedbehaviorsarecarriedoutanticipationofarewardfromoutsideandbeyondtheself.Typicalextrinsicrewardsaremoney,prizes,grades,andevencertaintypesofpositivefeedback.2.2.2IntrinsicmotivationDeci(1975:23)definesintrinsicmotivationasfollows:Intrinsicmotivatedactivitiesareonesforwhichthereisnoapparentrewardexcepttheactivityitself.Peopleseemtoengageintheactivitiesintheirownsakeandnotbecausetheyleadtoanextrinsicreward—intrinsicmotivatedbehaviorsareaimedatbringingaboutcertaininternallyrewardconsequences,namely,feelingsofcompetenceandself-determination.2.2.3PreviousstudiesofextrinsicmotivationandintrinsicmotivationForalongtime,manymotivationtheoriestendtodescribeintrinsicmotivationandextrinsicmotivationasanincompatibleofoppositeside.However,manyscholarshaveanewidea.Theyconsiderintrinsicmotivationandextrinsicmotivationareinthesamecontinuum.Inotherword,whensomeone’spuremotivationturnsfromthesideofextrinsictothesideofintrinsic,itsautonomyisbeingincreased.Moreover,atthemomentthatweconsiderextrinsicmotivationcanreplenishtheshortageofintrinsicmotivation,theideaofextrinsicmotivationwillbreakdownintrinsicmotivation,isbeingdecreased.Eventhough,manymotivationtheoristsstillbelievethatintrinsicmotivationismorepopular,sinceitwillsupportstudentstokeeprichinterestinlearning.2.2.4InstrumentmotivationIntheextensivestudymadebyGardnerandLambert(1972),motivationisexaminedasafactorofanumberofdifferentkindsofattitude.Twodifferentclusterofattitudedeterminetwobasictypesofmotivation:instrumentalmotivationandintegrativemotivation.Instrumentalmotivationreferstomotivationtoacquirealanguageasmeanstoattaininginstrumentalgoal:furtheringacareer,readingatechnicalmaterial,translation,andsoforth.Itreflectsthepracticalvalueandadvantageoflearninganewlanguage.Instrumentalmotivationmeanswantingtolearnalanguagebecauseitwillbeusefulforcertain“instrumental”goals,suchasgettingabetterjob,positionorstatus,readingaforeignnewspaper,passinganexam,andsoon.Instrumentalmotivationreflectsthepracticalvalueandadvantagesoflearninganewlanguage.Aninstrumentallymotivatedpersonhaslimitedinterestinthepeopleandthecultureofthetargetlanguagecommunity(TLC).SomeresearchevidenceshowsthatstudentsofEnglishwithhigherinstrumentalmotivationscoredhigherintestsofEnglishproficiency.(YasmeenLukmani,WangLifei,2000:163)2.2.5IntegrativemotivationIntegrativemotivationisemployedwhenlearnerswishtointegratethemselveswithinthecultureoftargetlanguagegroup,toidentifythemselveswithandbecomeapartofthesociety.Itreflectsasincereandpersonalinterestinthepeopleandculturerepresentedbythatcommunity.Integrativemotivationmeanswantingtolearnalanguageinordertocommunicatewithpeopleofanotherculturewhospeakit.Forthiskindofmotivation,studentsneedtobeattractedbythecultureoftheTLC,andinthestrongformofintegrativemotivation,theywishtointegratethemselvesintothatculture.AweakerformofsuchmotivationwouldbethedesiretoknowasmuchaspossibleaboutthecultureoftheTLC.Studiesshowthatintegrativemotivationgenerallyaccompaniedhigherscoresonproficiencytestsinaforeignlanguage.Theconclusionfromthesestudieswasthatintegrativemotivationmayindeedbeanimportantrequirementorperhapsabsolutelyessentialforsuccessfullanguagelearning.(WangLifei,2000:163)3.ResearchMethodologyInthischapter,themethodologyusedinstudywillbedescribed,intermsofresearchquestions,researchsubjects,design,instruments,datacollectionandmethodareelaboratedinturn.3.1ResearchquestionTobespecific,thisstudyattemptstoanswerthefollowingthreequestions:(1)whatistheexistingsituationoflearningEnglishofeconomicmajorstudents?（2）Howtostimulatelearningmotivation?（3）Howdoesateachingstimulatestudents’learningmotivationintheclass?3.2SubjectsThisstudywasconductedinZengchengCollegeofSouthChinaNormalUniversityfromOctober2011toJanuary2012.Thesubjectsparticipatinginthestudyare120freshmenfromeconomicmajorofZengchengCollegeofSouthChinaNormalUniversity.Inaddition,thesubjectsintheoralinterviewaretenstudentsinall,whoparticipatedinthisresearch.3.3InstrumentTheinstrumentsforthisresearcharequestionnaireandinterview.Thewholequestionnairedesignwentthroughaseriesofsteps.First,inrefinedconstructedinterviewquestionnaires,thecertainrespondentshavetoanswerfiveopenquestions.Inthiscase,thequestionsarewellcontrolled,andtherespondentsdonothavetheopportunitytoelaborateontheanswer;inthelightofthis,wecanmakesurethecommentsfromallparticipants’objective.Second,13questionsaredesignedbythewriterofthispaper.Thefirstpartareoralinterview,itincludedfiveopenquestionsthatneedtheinterviewees,thestudentstoanswerfacetofacewiththeinterviewer.Thosequestionscangatherinformationonfactorswhichinfluencestudents’motivation.Thefirstquestionisaboutthedirectreasonsofthestudentsstrivetoacquiretheforeignlanguage.Thesecondquestionisaboutstudents’evaluationoftheirlearningmotivationforEnglish.Thethirdquestionconcernsaboutwhatfactorsinfluencetheresultsoflearningmotivationintheprocessoflearning.Theforthquestionisaboutstudents’opinionsontheirlearningmotivationforEnglishandthelastquestionrequiresthestudentstocommentonhowtheycanstimulateorsustainthelearningmotivation.ThesecondpartistheEnglishlearningquestionnaire,writteninChinese,composedoftwoparts.Part1coversthepersonaldetails,gradeandsomeinformationabouttheirEnglishteacher.Whilepart2involvedtheaspectsofstudents’EnglishlearningmotivationandthereasonstolearnEnglish.The21itemsinthequestionnairearecategorizedinto3mainsubscales,thatis,intrinsicmotivation(Item1-7),extrinsicmotivation(Item8-15)andfunctionofateacher(Item16-21).Eachitemcallsforaresponsefromthefivescales“Stronglyagree,agree,undecidedandstronglydisagree”3.4ProceduresThedatagatheredconsistedofthetwoparts:theresultsfromthequestionnairequestionsandtheresultsfromtheoralinterviewswiththestudents,whowereinterviewedonebyoneandfacetoface.Whiletheinterviewwasconducting,theinterviewerdidn’tdisturbtheparticipantbycommentingontheirpointofviewsonthequestions.Therefore,thisresearchcanproducetheresponsesfromthestudentstothequestionsveryobjectivelyandeffectively.AndtheinterviewwasorganizedinChinese,becausetheEnglisharelikelytoconfusethestudentsduetotheinterviewees’proficiencyinEnglish.Afteralltheworkwelldone,theresultsfromthequestionnairequestionsandthe10intervieweeswerecollectedandanalyzedwithExcel2010.4.ResultandDiscussionDataanalysis,asanimportantstepinconductingresearch,linkstherawdatacollectedtothefinalmeaningfulresultsinthepaper.Inthissection,theresultsof120students’macroresponsestothequestionnaireanddetailedanalysisarewellpresentedasfollows:4.1Questionnaireresults120studentscompletedthequestionnaire.Allquestionnairehandoutswerecollectedatonetime,andthefollowingfiguresandtablesareshownconcerningthemotivationtypesandlevelinadditiontoreasonsofstudents’motivationatpresentstage.4.1.1ResultsoftheQuestionnaireTable1TheresultsofintrinsicmotivationItemsSAANDSDIntrinsicMotivation113.4%17.5%29.6%22.5%17%28.2%11.1%35.4%28.7%16.6%310.1%21.4%29.4%17.7%21.4%418.7%28.8%27.6%12.5%12.4%514.3%22.7%29.5%19.8%13.7%615.5%20.7%30.4%19.7%13.7%713.4%22%36.8%15.6%12.2%Table1:Resultsofintrinsicmotivation(SA=stronglyagree;A=agree;N=neutral;D=disagree;SD=stronglydisagree)Table2ResultsofextrinsicmotivationItemsSAANDSDExtrinsicMotivation88.9%15.6%30.2%28.7%16.6%928.4%39.8%21.4%7.6%2.8%1030.3%33.4%20.8%8.9%6.6%1117.6%18.8%28.6%22.5%12.5%1213.3%20.8%29.7%16.7%19.5%1329.9%28.7%17.8%18.8%4.8%148.9%14.4%29,4%27.6%19.7%1515.3%12.7%30.4%22.5%19.1%Table2:Resultsofextrinsicmotivation(SA=stronglyagree;A=agree;N=neutral;D=disagree;SD=stronglydisagree)Table3ResultsoffunctionofateacherItemsSAANDSDFunctionofateacher1620.2%28.9%20.7%18.7%11.5%1720.4%29.5%27.6%17.5%5%1817.1%18.6%20.8%28.7%14.8%1922.9%29.8%27,6%10.9%8.8%2015.3%19.8%24%24.5%16.4%2120.3%25.6%21.9%24.8%7.4%Table3:Resultsoffunctionofateacher(SA=stronglyagree;A=agree;N=neutral;D=disagree;SD=stronglydisagree)4.1.2AnalysisoftheresultsoftheQuestionnaireThispartpresentstheanalysisanddiscussionoftheresultsofthestudyonthemotivationandmotivationalmeanscoresofstudentsaccordingtothegenderofparticipants.4.1.3TheanalysisofthemotivationforEnglishlearningToanswerthefirstresearchquestion:whatarethetypesandtendenciesaboutmotivationforlearningEnglishforfreshmenataprivatecollege,anobjectiveandstatisticdescriptiononitwasconductedaccordingtothequestionnaire(SeeAppendixⅠ).Theitems1-7concernintrinsicmotivationandtheitems8-15concernextrinsicmotivationingeneral.TheresultsofTable1andTable2indicatethatstudentshavestrongextrinsicmotivationbutweakintrinsicmotivationinEnglishlearning.ThemajorityofthemthoughttheylearnEnglishtopasstheexaminationsandtogetthediplomaforgoodjobsaftergraduation.Theresultsfromitem2showthatlessthan20%ofstudentshaveinterestinEnglishlearning,andmostofstudentsarelackofconfidentinspeakingEnglish.Theresultsofitem9and13showstudentsareunderthegreatpressureofpassingCET-4andCET-6beforegraduation.ItindicatesthatthehighdemandssetbythemodernsocietyforEnglishproficiencyhadexertedstronginfluenceonthestudents’Englishlearningmotivation,makingthemregardEnglishasasteppingstonetosuccess.Tosumup,economicmajors’Englishlearningmotivationismainlyextrinsic,comingfromtheirpracticalneeds,suchaspassingexaminations,futurecareerconsiderations.TheresultsfromTable3showthatvariousappropriateEnglishteachingmethodsandtherelaxedclassroomEnglishlearningatmospherecanimprovestudents’intrinsicmotivation.Ateacherplaysavitalimportantpartinstimulatingastudent’sintrinsicmotivation.4.2StudentinterviewresultsTheinterviewhasinvolvedfiveopenquestionsthatneedstudentstoanswerfacetofacewiththeteachersoastofindoutwhatfactorsmayalsoaffectthestudents’learningmotivationandhowistheirdesiredteachertobe.Thefollowingpartsaretheresultsandanalysisofinterviewquestions,whichsurelysupplyfurtherinformationonstudents’learningmotivation.4.2.1TheanalysisofthedirectreasonsofEnglishlearningmotivationThefirstquestionisabouttheoverallreasonorpresentmajorstateforfreshmentolearnEnglish.Mostofintervieweesheremakemainlytwokindsofcomments,whichseemtobeoppositetoeachother.OneistheyhavestrongmotivationtolearnEnglish.Ontheotherhand,someofthemdonotknowwhytheyarelearningEnglish.AsaysshelikesEnglishitselfandthinksthathavingagoodcommandofEnglishcanmakethecommunicationwithforeignersmoreefficientlysoastolayagoodfoundationforgoingabroadforfurtherstudyoneday.Thispointofviewdominatesthevariousopinionsmadebythestudentsparticipatinginthissurvey.Badded“IlearnEnglishbecausemyparentsdemandme.Iwanttobeagoodstudentinschoolandgoodchildathome.”Withtheanswersgivenbystudentsabove,itisquiteclearthatmostofthemhavedefinitemotivationtowardEnglishstudy.Butsomeonemaybeconfusedaboutit.Therefore,itisakeyproblemforateachertogiveoutproperguidanceaboutwhatislearningmotivationandhowimportanceitis.4.2.2TheanalysisofhowateacheraffectingtheEnglishlearningmotivationTheforthquestionisconcernedabouthowateacheraffectingtheEnglishlearningmotivation.Thedatacollectedfromthestudents’responsestothisquestioncanbediversifiedaccordingtodifferentstudents.Theresultcanbedividedinto3differentaspects.Onesays“Myteacherisaknowledgeablegirl,IgetonwellwithherlikefriendssowhereverIgettroubleinstudyorlife,Iliketalkingtoher.ItisherthatIlikelearningEnglish.”Anotheronewriteslikethat,sheisagoodteacher,andshecanteacheruswell,butIdonotoftencommunicatewithher.Idon’tknowhowsheaffectsmeinlearningEnglish.Ijustdonotwanttobelateforherclassandhandonhomeworkontime.”Andthereissomeonetoadded“MyEnglishispoor,andIreallydon’tknowhowtolearnEnglish.Myteacherdoesnottakecareofme.Ijustlikeanordinarystudentgetaneligiblegradeineachtest.”Withtheanswersgivenbystudentsabove,itisquiteclearthatteachersplayanimportantpartinstimulatingstudents’learningmotivation.Teachersinchargeoftheclassandeachsubjectshallcooperatetohelpthosewithlearningdifficulties.Askmorequestionsinclass,designquestionsatdifferentlevelsandsimplifysomequestionssothatstudentscananswermostofthemandthusfeelthatstudyingisnotthatdifficult.Givingparticipatingchancestothosestudentswithlearningdifficultiesandletthemmakesomeprogressinstudies.Teachersshouldgivestudentspositivefeedbackthatwillaffecttheirsenseofachievement,theirmotivationtoachievementandtheestablishmentoftheirself-efficacy.Firstly,helpstudentswithlearningdifficultiesovercometheinferioritycomplexandthencompletethebasicrequirementsintheteachingmaterialsandtask-basedsyllabus.Startfromthelowestachievablestudygoalandimprovethedifficultyofthegoalgradually.Letthosestudentsexperiencethehappinessofsuccessinstudyingandgettogetherwiththeirclassmates.5.ConclusionInthischapter,anoverallconclusionwillbegivenafterdiscussingallthedata.Frist,itpresentsthemajorsfindingsofthisresearch.Thepedagogicalimplicationsderivedfromthesefindingsareputforward;thelimitationsofthestudyarelisted.Finally,theproposalstotheteachingstrategiesarepresentedtocontributetothestimulationoffreshmen’sEnglishlearningmotivationateconomicmajorofZengcheng5.1MajorfindingsThisthesiswasconductedinFebruary1st,2012atZengchengCollegeofSouthChinaNormalUniversityinvolving120students,whoparticipatedinthequestionnairesurveyandtenof