A Study On English Learning Motivation Of The Non-English Majors In Independent College

An important factor which has a direct impact on students’ English learning efficiency, English learning motivation has become a major subject in the field of English learning. However, university students and middle school students are the subjects of most studies while students in independent college are paid little attention to. Therefore, on the basis of related theories and studies, an empirical study is designed to investigate the current situation of English learning motivation of the non-English majors in independent college.The subjects of this study are420non-English major sophomores respectively from Lijiang College of Guangxi Normal University, Bowen College of Management of Guilin University of Technology, and Institute of Information Technology of Guilin University of Electronic Technology. The questionnaire and interview are employed. The questionnaire contains two parts. The first part deals with basic information of the subjects, and the second part is composed of26items, which can be divided into seven dimensions, namely, motivation of intrinsic interest, motivation of immediate achievement, motivation of learning situation, motivation of going abroad, motivation of social responsibility, motivation of individual development and motivation of information medium. This study analyzes the overall situation of English learning motivation, the differences between high achievers and low achievers and the differences between male and female students in terms of English learning motivation. The results of the study are summed up as follows:1) Seven types of motivation possessed by the non-English majors in independent college are presented, namely, motivation of intrinsic interest, motivation of immediate achievement, motivation of learning situation, motivation of going abroad, motivation of social responsibility, motivation of individual development and motivation of information medium, among which motivation of immediate achievement ranks the first.2) Concerning the differences between high achievers and low achievers, different tendencies in motivation of intrinsic interest, motivation of immediate achievement, motivation of social responsibility and motivation of individual development are displayed. High achievers possess stronger motivation of intrinsic interest, and they pay more attention to motivation of social responsibility and motivation of individual development than low achievers. However, low achievers are more likely to be driven by motivation of immediate achievement than high achievers.3) With respect to the differences between male and female students, similarities in all types of motivation except motivation of intrinsic interest and motivation of individual development are borne. Female students are inclined to be more intrinsically motivated and concern more about individual development than male students.4) The interview also shows that some important variables related to English teachers such as teaching materials, teaching methods and teachers’ attitudes towards students affect students’ levels of motivation.Finally, some suggestions on how to stimulate and maintain English learning motivation of the non-English majors in independent college are put forward in terms of English teachers and students.