| Secondary Vocational Education is one of the important aspects in modern education. The increasing economic and the intercultural activities require its students, with higher capacity to master English and focus on the core competencies to fit the local labor market needs. Motivation is one of the most important factors in promoting and energizing people's behaviors. As an EFL teacher, it is very important to motivate their students to learn the language.This paper aims to explore the matter to find a realistic rationale to help FEL teachers in their classroom teaching. First, it reviews the literature work done in this research field from the early bio-behavioral psychological views to the most recently developed social constructive review on motivation. Following the literature review on motivation and foreign language learning, a Process Model of L2 Motivation, which observes the issue from cognitive, meta-cognitive, social, and social constructive perspectives, is introduced based on self-perception and integration emphasizing the dynamic feature of motivation and the possibility of enhancing and protecting motivation in the learning process in the long run. Then it gives the background of this research issue and problems investigating and analyzing.After describing and analyzing the motivational problems existing in EFL classroom in secondary vocational school, the potential pedagogical implication of the process model is discussed and a practical EFL teaching model proposed and some suggestions provided for EFL teachers.A survey study, which has been conducted by the author in the hope of testing the subjects' motivational intensity and motivational type is reported. By a random sample, the author extracted 50 subjects among the over four hundred fresh students in a vocational school.The author designed a revised version questionnaire in the light of "Motivation Test Battery Items" designed by He Yinhu (2004) and "Motivation types of Chinese College Undergraduates" designed by Gao Yihong. Zhao Yuan, Cheng Ying and Zhou Yan (2003). The students' English achievement in the final examination and the information on the questionnaire were used as the data in this study and were analyzed by SPSS (the Statistic Package for Social Sciences). The statistic results show that: Both motivational intensity and type have effect on English learning achievement. Motivational intensity is partly proved the predictor of English achievement. High-proficiency students develop motivational intensity more intensively than low-proficiency students do. A special result is that the students who have moderate motivation intensity gain higher achievements than those who have high intensity do. Achievement also has close relationship with motivational type. High-proficiency students have integrative reasons for learning English as well as integrative motivation orientations. Low proficiency students depend much more on learning situation motivation. Most of the students have instrumental rather than integrative and learning situation motivation.The author reports the conclusion of this study and presents some teaching ideas on initiating and sustaining students' English learning motivation. What is more important is to arise students' interest in English language and culture to enhance integrative motivation.At last, the author pointed out the limitations of the survey and suggested the further study. |
