A Survey Of English Learning Motivations Of Secondary Vocational School Students

This thesis aims to explore motive factors which influence the secondary vocational school students' English learning, find characteristics of these factors., and study the influence of the college entrance examination policy to the secondary vocational school students. The author hopes this study can give some inspirations on the second language learning and teaching.This thesis adopts questionnaires and interviews to study three questions as follows:(1)What's the factors which affect the students' English learning in secondary vocational school?(2)What are characteristics of these factors?(3) What are the differences and similarities between the high school class and the secondary vocational class?The subjects are 194 students of grade 2014 in PingYi secondary vocational school. Firstly,the author carried out a pretest to analyze if the questionnaire fits factor analysis. Secondly, the questionnaire reduced to 26 items from 28 items according to loading. Last, the author collected192 useful papers from 194 papers and entered questionnaire information into SPSS19.0 to analyze data. Meanwhile, the author began to interview with 2 students and 1 teacher according interview outline prepared before.Conclusions are reached as follows: First, the author extracts five factors through factor rotation. They are study aims, study attitudes, attributions, self-efficacy and teacher's influence.Second, in the aspect of aims, the secondary vocational students are high in the motivation of improving himself and cultural motivation. But the instrumental motivation and integrative motivation are lower, such as finding jobs, going to college and loving English. In the aspect of studying attitudes, the students need parents and teachers' supervision. The attitude is proportional to the motivation and affects the motivation directionally. Self-efficacy relates to study scores directly. If the students can't understand English, they will not be interesting in it.The attributions aren't proper. Most students attribute to their effort, but some students contribute to atmosphere, English degrees and their abilities. The students are greatly influenced by teacher's personality, English levels, teaching styles and teacher's attitude. Third, the students' motivation in high school classes is higher than students in secondary vocational classes. That's to say, the new college entrance examination policy affects students in high school classes greatly. Moreover, the two classes have many correlations, and affected by motivation.In the end, the author proposed motivation inspiration for secondary vocational students' English learning based on investigation results.1. Guide students to establish correct learning goals; 2. Produce a proper attitude and train students' autonomic learning ability; 3. Raise students' confidence and improve their self-efficacy; 4. Guide students produce a correctattribution; 5. Teachers should improve their own self-cultivation; 6. Reform educational system and curriculum arrangement.There are some innovations in this thesis. The study at home and abroad is related one or two aspects of motivation. But this study will study motive factors comprehensively. This study also has limitations. The amount of the sample is small. The questionnaire restricts students' ideas. In order to make up for those deficiencies, the following study should enlarge the scope of the subjects and interview questions.