| Motivation is one of the main factors that influence language learning. The paper explores the motivation situation among undergraduates of non-English majors when they are learning English based on major subjects.This study examined the students'motivations through triangulation by investigating 170 undergraduates of non-English majors through a questionnaire, interviewing 20 informants selected randomly from among the 170 undergraduates, and conducting a class observation in five English classes. Factor analysis and MANOVA were performed on the data to explore motivation types and examine the effect of demographic features. Seven factors resulted from the analysis: 1) knowledge; 2) development; 3) examination; 4) interest; 5) responsibility; 6) achievement; 7) environment. A student might have more than one motivation.Among these motivations,"knowledge","development"and"examination"all had some features of practicality, but with focuses on different goals, whereas"responsibility"might be characteristics of the Chinese ESP learning context.The variables found in ESP learning motivation can be generally divided into six kinds: 1) learner needs; 2) learner autonomy; 3) learner expectancy; 4) learner interest; 5) teaching materials; 6) teacher's role. Results show that learners'needs are an important variable that affects the students'learning motivation. The students are motivated when their needs are satisfied. It is also significant to point out that the major of students has great effects on their study motivations.Based on the research results, the author has put forward some strategies for the teachers to stimulate the students'motivation effectively, such as relating to students'needs, developing students'autonomy, providing clear and realistic expectations, arousing students'intrinsic interest, improving teaching material, developing cooperative teaching, and helping raise learners'self-efficacy, in hopes to improve ESP teaching effectively.
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