| Motivation is considered to be one of the main determining factors in success in developing English. It has significant influence on the whole process and the outcome of the English learning. Many researchers have discussed its influences on the results of learning and proved that it is one of the main variables of restricting student's FL school grades (Wu Heping, 2001;Gao Yihong & et al., 2003b;Wen Qiufang, 2001). On the basis of the previous researches, this thesis probes into the characteristics of vocational college students' English learning motivation, analyzes the primary influential factors and puts forward some effective ways of furthering the English learning motivation in vocational colleges.The main body of the thesis consists of four chapters.Chapter One gives a brief review of the definition of the FL learning motivation, and then introduces some early researches in this field and the research work developed in recent years at home and abroad.Chapter Two elaborates two studies.One is the study on relatively stable static characteristics of vocational college students' English learning motivation. It falls into three aspects: 1) students' purposes of English study;2) students' attitude towards English study and 3) students' English motivational intensity. The investigation is carried out on 151 students majoring in English, literal arts and science in three different Hunan vocational colleges. All of them have already had English education in different grades. They were asked to respond the questionnaires (Appendix I and Appendix II). The qualitative and quantitative analyses of the results show the relatively stable static characteristics of vocational college students' English learning motivation.The other is the study on students' dynamic characteristics of learning motivation. The study is carried out by classroom observations,which is administered to gain an overall picture of the study.The analyses of the two studies show the following characteristics of the vocational college students' English learning motivation.1) Most students are instrumental orientation in motivation.2) Quite a lot of students lack interest in English study. On this problem, different specialized students react differently. The interest degree of English majors is higher than those majored in literal arts and science, but the difference between liberal art students and science student is not remarkable.3) The students' motivational intensity (or diligent degree) in the behavior aspect is not high enough.4) The students' learning motivation will be changed with the change of the task, concrete teaching environment and emotion.Chapter Three is the study on the factors that affect students' motivation. An investigation about the teachers' influence on students' English learning motivation in vocational colleges is the core of this study. With a questionnaire (Appendix III) administered to 151 students mentioned above, it intends to explore the problems from the students' angle. At the same time, an interview is arranged to deal with the specific concern emerging in the process of the investigations and the results of the interview will be used as a complement to the questionnaire.The analyses of the two studies do reveal some teachers' characteristics and the teaching methods that the vocational college English teachers should pay attention to: 1) the understanding of the students' learning motivation;2) present teaching situation in class;3) the personality or nature of the teacher when introducing activities;4) the way in which the teacher presents the activities;5) the teaching style;6) the teachers' distribution of feedback and 7) the use of the teaching materials.Chapter Four introduces some practical ways of improving English teaching in vocational colleges. Based on the findings in Chapter Two andChapter Three, and provided with some practical teaching examples, some suggestions are put forward as follows:1) Setting a personal example;2) Expecting students;3) Developing a good relationship with students;4) Recognizing the complexity of the students' learning motivation;5) Enhancing intrinsic learning motivation;6) Recognizing students as individuals;7) Giving positive feedback to students timely;8) Involving students in setting English learning goals;9) Building up a supportive learning environment.Vocational college students' English learning motivation is mostly instrumental-oriented and it has its relatively stable static and dynamic characteristics, which is closely related with the teachers' roles. When we pay attention to the teachers' influence on students' English learning motivation, strengthen students' motivational intensity and arouse students' interest, we are sure to improve English teaching in vocational colleges. "... |
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