A Case Study Of English Learning Demotivation In Non-english Majors

Motivation is one of the most important factors that influence the rate and success of foreign language learning. A great deal of research has been done both abroad and at home in this area. However, most research is focused on the positive side of motivation that can lead to successful language learning, with little mentioning the negative side of motivation, namely, demotivation. In effect, demotivation is a common phenomenon in foreign language learning context. Studying demotivation allows us to recognize factors that affect students'foreign language learning from a new perspective. Finding out the causes of demotivation is helpful for us to take targeted measures to maintain or even enhance students'motivation.The present study is an investigation of non-English majors'English learning demotivation. The aim of this study is to examine the serious situation of English learning demotivation in non-English majors, to investigate whether gender, family background, learning subject and grade are related to demotivation, and to explore the main causes of demotivation. A combination of quantitative and qualitative methods was employed to gain an insight into non-English majors'English learning demotivation. First, 230 participants from Eastern Liaoning University were asked to complete a questionnaire on demotivation. Then, responses to the questionnaire were put into computer and analyzed by SPSS 16.0.Then, 8 demotivated students and 5 English teachers were interviewed to gain more detailed information on students'demotivation. After the analysis of the data obtained from the questionnaire and interviews, conclusions are reached as follows:1) Non-English majors'English learning demotivation is rather common and serious in universities.2) Gender, family background, learning subject, and grade are not closely related to demotivation.3) Seven primary demotivating factors are identified: learning failures, teacher-related factors, lack of intrinsic motivation, learning materials, course design, other people's influences and lack of communicative opportunities.Based on the results of the present study, some pedagogical implications are put forward in the hope to protect students'English learning motivation and prevent their English learning demotivation.