A Study Of Non-English Majors' Language Learning Motivations & Strategy Use In Gong You Min Ban Colleges &Universities

The study is designed to investigate the L2 learners' language learning motivations and learning strategies in Gong You Min Ban colleges and universities. To be specific, the study examines the relationship between learners' language learning motivations and their use of language learning strategies, and the differences between learners of different proficiency levels. The eventual purpose of this study is to explore what has most and least motivated L2 learners of this type and their choice of strategies in English learning so that the teachers may have an overall and better understanding of the learners in such a type of higher learning institutions.The research instrument employed in the data collection was the questionnaire adapted from both Gardener's and Wen's'questionnaires. 121 nan-English majors from Taizhou Science College, Nanjing University of Science & Technology participated in the survey. Following the research questions, the participants were divided into two groups according to the scores they obtained in recent CET-4. The valid responses from the students produced quantitative data. The data analysis generated the following major findings:Firstly, descriptive statistics indicate that L2 learners of Gong You Min Ban colleges and universities are most motivated by practical needs. Though their proficiency remains at a relatively lower level, this type of L2 learners nonetheless show a relatively higher degree of interest in English learning.Secondly, L2 learners' choice of language learning strategies tends to be influenced by L1 transfer and traditional grammar-translation teaching, suggesting that this type of learners have not yet broken through the threshold of English learning.Thirdly, correlation analysis suggests that the highly motivated learners are less likely to be dependent on the use ot mother language in their English learning. The learners motivated by deep and surface motives, though generally at a low proficiency level, are aware of the importance of the use of functional and management strategies. Interestingly, deep/surface motives and the learners use of form-focused strategy are found to be positively correlated, suggesting that the learners assume the form-focused approach plays a critical role in English learning.Last but not least, higher- and lower-level L2 learners differ significantly in their practical needs, ambition and attitudes. However,lower-level learners' confidence and sense of achievement are driven by their performance on exams. In comparison with higher-level learners, lower-level ones display more obvious reluctance to continue their English learning,especially when their practical needs are satisfied. Higher-level learners'preference for the choice of management strategy may be understood as one of the indicators to the difference between learners of different levels. Little difference in the use of social and affective strategies suggests the special features of L2 learners under investigation, and partially explains why their proticicncy remains to be at a relatively lower level.The findings produced in this study may shed some light on both L2 teaching and learning in Gong You Min Ban colleges and universities, but further inquiries are needed to be made into examining the characteristics of this type of English learners.