An Analysis On The Tibetan Students' English Learning Interest And Motivation

With the development of foreign language education in China, English education has been accorded great importance in minority areas of China, especially in Tibet. Between Tibetan students and Inner China students, there are remarkable differences in social and culture background, the way of thinking, the way of keeping in touch with other people, character, language and basic knowledge and so on. In addition, there has a bilingual teaching policy, which leads English become the third language that Tibetan students must learn. As a result, English, as a very difficult subject for Inner China students, has become one of the most troublesome subjects for Tibetan students.In order to study the influence of Tibetan students' English learning motivation and interest during the English learning process, the author has consulted lots of researching results, which are related to English learning motivation and interest. According to the definitions of motivation and interest, which are given by experts, the author gives a brief classification on motivation and interest. For better understand, the author also check out the extensive relevant reference about Tibetans students'English learning. Then the author lists some related theories on English learning motivation and interest. Based on these detailed theories, an investigation on Tibetan students' English learning motivation and interest and the affecting factors has been carried out.This investigation has been carried in Lhasa Foreign Language School by using questionnaire and interviewing and about 120 students and 3 English teachers, studying or working in there, were involved in. The investigation shows that Tibetan students' English learning motivation and interest have decreased gradually, which is affected by many factors, such as students' insufficient recognition of the importance of English, students' poor English knowledge, students' unseemliness motivation, students' lacking of English learning interest, lacking of English learning environment as well as ineffective English teaching methods.At the end of this paper, aiming to stimulate Tibetan students' interest in English and motivation to learn English, the author tries to put forward some suggestions, such as paying more attention to the students' integrative motivation, building up the students' confidence and enthusiasm, helping students set goals, establishing an equal relation with the student, changing teaching methods to hold student interest, and creating a cooperative learning environment.