Motivation Of English Learning In Vocational Schools

Recent years, Chinese government attaches more importance to vocational education butvocational education has less attraction for middle school students and their parents becauseof the adjustment of economic structure, college and university expansion plan and theenrolment population decrease. In china, most people think that there is little significance orvalue to enter vocational schools. Meanwhile lack of technician and skill workers areproblems that must be solved in our society, so it is unavoidable to develop vocationaleducation.English is a course that is easy to be ignored in vocational schools. Inversely, English isused in all the parts of the world. People have to learn it for international trade and technologycommunication. If more advanced skill workers are needed, it is unavoidable for vocationalschool students to learn English. It is effective for the vocational school students who are notgood at English learning to find the right remedy to learn English. The author tries to find thereasons from affective domain that why most of vocational school students don’t want to learnEnglish. The most influential factor is that the students in vocational schools have lostmotivation. It seems as if there wasn’t any motivation in their process of English learning. Soit is critical to find some effective ways to improve the students’ motivation in vocationalschools. The author makes a questionnaire among students in a vocational school and findsout some useful information. It is proved that the link of motivation and English proficiency isstrong and some strategies should be attached importance.The author analyses students in vocational schools from biological, behavioral and cognitive perspective, which makes a theoretical basis for the questionnaire and finds out thecharacteristics of vocational schools students. The items in the questionnaire are designedaccording to the former motivation theories and characteristics of vocational school students.Questionnaire and observation are used this time but questionnaire is the main method.Interest, relevance (personal needs, values, goals etc.), satisfaction are the major factors todescribe Course-Specific Motivation Components (CMC). The author finds out therelationship among interest, relevance（personal needs, values, goals）, satisfaction, teacherand group work etc. The results show that the components of motivation are firmly related tothe English learning. So the learning strategies concerning the components of motivationshould be attached importance. The results show learners’ needs, value, expectancy etc. willinfluence learners’ motivation. So the strategies on learners are listed. The results show thatonce individuals’ interest which is a major factor to describe CMC is aroused, the motivationof learning English will be steadier. In order to appeal to students’ interests, the author talksabout the strategies concerning the components of CMC. The results also show that TMCsuch as teaching style, teachers’ personality make more important role than any othercomponents. So the author discusses the strategies about TMC. The author also talks about theEnglish environment which includes Group Motivational Components (GMC).According to motivation theories, the characteristics of motivational school students, theresults of questionnaire, the author gives some advice from learners, course components,teacher components and English learning environment perspectives.The author points out that there are also some problems such as the limited number ofstudents who join in the questionnaires, the validity of strategies that haven’t been provedwhile the strategies that have been put into practice and the More experiments on how tomotivate the students to learn second language (L2) should be conducted.