A Study On The Relationship Between Learning Motivation And Learning Strategy Among EFL Non-English Majors

Over the last few decades, there has been a marked shift in the field of second language or foreign language learning education research, with less stress on teachers and teaching and greater emphasis on learners and learning .Learners are considered as the center of foreign language learning process during which learning motivation and learning strategy are regarded as the most two important factors influencing second or foreign language learning by many researchers and educators. Besides, a lot of studies on the two factors have been done respectively, but not too much research has been done to the relationship between them. Therefore, the author conducts a study which aims to explore the relationship between learning motivation and learning strategy among EFL non-English majors in Jiangxi Normal University.Through analysis, the present study offers the following major findings: First, there is a statistically significant difference in foreign language learning motivation in regard to the different degree of willingness to study English after class. Next, with respect to foreign language learning strategy, the results differ significantly among the students according to genders, and the willingness to study English after class. Then, there are significantly positive correlations between learning motivation and learning strategy in EFL learning. Finally, there are significant differences in foreign language learning strategy among the students with varying levels of learning motivation. The results from this study suggest that language teachers should elevate students'learning motivation and train them to choose effective learning strategies in different learning tasks.