Research Of The Relationship Between Learning Motivation And Learning Subjectivity Of College Non-English Majors

In recent years, researchers have increasingly paid great attention to subjectivity.Subjectivity provides a brand new angle for study of education. It is an important and hotissue of education. Subjectivity, as a great part of educational theory, has a great influence oncollege English education.Based on non-subjectivity education, the notion of subjectivity education was proposedin the1990s. Subjectivity education advocates that students are the subject in the classroomteaching and the active independent unit. Subjectivity education aims at promoting thedevelopment of students’ autonomy and creativity. Subjectivity education implementation incollege is required for the development of students and college English teaching.Motivation is not only the source of the power to inspire students to learn, but also theinherent drive to promote students’ continuous learning. It is a vital factor for Englishlearning, the key and prerequisite for promoting students’ subjectivity as well.This paper aims to investigate college non-English major students’ learning motivationand their learning subjectivity orientation. The study is made through questionnaires andinterviews.According to the investigation it shows that: the learning motivation of most collegenon-English major students is surface motivation rather than deep motivation; collegenon-English major students’ learning subjectivity is passive learning rather than activelearning.According to the data derived from Descriptive Statistics, this paper gives somesuggestions for college English teaching: first, promoting college non-English major students’learning motivation, especially deep motivation; second, cultivating college non-Englishmajor students’ subjectivity, especially active subjectivity.The author hopes that through the study of college non-English major students’motivation and subjectivity orientation, we can provide some suggestions and implications forimproving college non-English major students’ English teaching.