A Research Of Teaching Interventions On Non-English Majors’ Motivation For English Learning In Higher Vocational College

College English,a compulsory course for non-English majors in higher vocational colleges,contributes considerably to the cultivation of the students’ practical English ability.The present English-teaching situation,however,poses a big challenge to teachers since the students in question are really weak in their English foundation,not clear about their learning goals and lacking in efficient learning methods.Admittedly,it is urgent and necessary for English teachers to adopt teaching interventions in order to enhance non-English majors’ learning motivation for English.Based on the three-aspected motivation theory by Dornyei and the social construction of Williams&Burden model,with reference to the domestic scholar Guo Dejun’s and Shu dingfang’s experimental research,the author explores the possibility and effects of arousing the students’ interest for English learning and adjusting their motivations accordingly by adopting the emotional intervention,and initiative intervention,experience intervention,target-oriented intervention,and tactical interventions,for the purpose of creating effective English classes,eventually improving students’ English practical ability.92 non-English major students were chosen from Grade 1 in LM College with the methods of questionnaires and interviews,so as to answer the following questions:(1)What effect do the college teachers’ teaching interventions work out on experimental group students’ English learning motivation types?(2)Will the college teachers’ teaching interventions help to improve the experimental group students’ academic performance?(3)What kind of correlation exists among the teachers’ teaching interventions,the experimental group students’ English academic performance,and their English learning motivation types?(4)Which teaching interventions will work most effectively in the students of the experimental group?The detailed analysis of the data from questionnaires and interviews demonstrate the following points:(1)The teaching intervention measures works out a positive influence on the students’ learning motivations,and their overall motivation level has increased significantly;(2)The teaching interventions obviously help to improve the students’ academic performance;(3)The emotional intervention plays an effective role in the students’ academic performance and intrinsic interest;initiative intervention and experience intervention help to enhance the students’ interest,but have little impact on the students’ academic performance;tactical intervention contributes little to the students’ academic performance and motivation types,which needs to be tested by time;(4)The emotional intervention and target-oriented intervention are the most effective interventions in terms of the students’ academic performance and motivation types.Based on the results of the study,the author explores the feasibility and effectiveness of these intervention measures,hoping to provide valuable reference for the higher vocational English teaching.