A Survey Of Indifferent And Depressed Students' English Learning Motivation In Vocational Colleges

A crucial matter faced by teachers is the learning motivation of (indifferent and depressed students)IDS who show no interest in their study, and even resist study, because they are worried that the study activities may lead them into a state that they are unwilling to enter. To deal with students with problems in motivation and expectation, many teachers tried their best to find some good ways by combining motivational theories with English teaching. However, their achievements are not very good. This research plans to take the Theory of Hierarchical Needs of Maslow, A.H. and the Theory of Expectancy—Value of E.C. Tolman and Lewin, K. as the major theoretical evidences of this thesis, so that effective solutions to this problem can be found by discussing the motivation of IDS in English learning.The essential of arousing IDS'learning motivation is to satisfy the inner need of this kind of student. Maslow, A. H clarifies the source and impetus of men's action in the view of the needs in his Need Hierarchy Theory. There is a long way to go in the Need Hierarchy Theory of Maslow, A. H, especially about how to arouse the motivation of IDS, because he thinks that the need is in a state of lacking or desiring something rather than the direct drive of action. The decision and expectancy to the action value is made in the view of action expectancy and incentive in the Expectancy-Value Theories putting forward by E.C. Tolman and Lewin, K. Need Hierarchy Theory and Expectancy-Value Theories are complementary in guaranteeing to arouse the motivation of IDS.The current situation of IDS, and the significance, contents, methods, conclusion of this survey are introduced first. The conception and related researches on the motivation factors of second language study are reviewed further, so that the definition, classification and related motivation theories are introduced. The thesis furthers to analyze the nature of IDS'motivation in vocational college, and The Theory of Hierarchical Needs and the Theory of Expectancy—Value can be combined to find the real needs and value expectancy of IDS in vocational colleges, and to point out that the reasons of their indifference in study are associated with social and individual aspects. Hence, four suggestions are proposed, e.g. the creation of classroom environment, the utilization of study assignments, the maintenance and conservation of the motivation in the process of teaching, and the promotion of the motivation by evaluation. Finally, there is conclusion and some shortcomings and defects in the research.In order to further examine whether the methods above can effectively increase the learning motivation of IDS in vocational colleges, teaching experiments are undertaken by the author of this thesis. Questionnaire and interview are used as the major tools. According to the results, the assignments with reality and continuity in class and the maintenance of harmonious relationships between the teacher and students can be used by teachers to effectively increase the motivation of IDS in English learning. Besides, the motivation of students cannot be enhanced within a very short period; hence, the inspiration and maintenance of the motivation of students are equally important.