A Research Of Vocational Students’ Demotivation In English Learning

The researches on demotivation started in the field of educational communication and then gradually developed into the field of education.Domyei(2001)defined the concept of demotivation for the first time.He stated that“Demotivation is a phenomenon that people’s ongoing behaviors or behavioral intentions are reduced or weakened by some external forces”.It follows then that the demotivation is opposite to motivation.Motivation as an internal force which can cause learning goals,stimulate learning interest and motivate students strive to achieve learning goals.While demotivation can weaken the learning enthusiasm.The demotivation will not only have a certain negative impact on students’ learning attitude and behavior,but also affect the effectiveness of teachers’ teaching and the organization of teaching activities.Therefore,it is necessary to carry out relevant researches on the demotivation,so as to reduce or eliminate the demotivation and improve learning efficiency.Emotional filter theory,self-efficacy theory and motivation theory provide theoretical supports to thesis which conducts a research on the learning situation of freshmen and sophomores in Guilin Tourism University.First of all,the questionnaire survey is employed to know about the change of students’ English learning motivation.According to the data,most of the students have the tendency of demotivation and those students are selected as subjects to execute the further research.The research questions are as follows: what is the general situation of vocational college students’ demotivation in the process of English learning? Are there any difference in students’ demotivation in different grades and genders? What are the causes of demotivation?Are there any difference in demotivating factors in different grades and genders?According to the survey,the findings are concluded.1.94.39% of the subjects thought that their English learning motivation was declining.2.In addition,the intensity of demotivation is different for different groups.The freshmen are more demotivated than sophomore,the demotivation of male students is more serious than that of female students.3.There are four kinds of demotivating factors,the student-related factor has the greatest influence on the demotivation,followed by the learning content and teaching environment,the last one is teacher-related factor.4.Freshmen and sophomores have differences in three aspects: teachers,students and teaching environment,there is no significant difference in learning content.Differences are found in learning content for females in different grades,none of the four factors is found significant difference for males in different grades.In terms of genders,there are obvious differences exist in students’ internal factors and teaching environment.The male sophomores and female sophomores have the difference in students-related factors but don’t have the obvious difference on the other three factors.As for male freshmen and female freshmen,the significant difference is not found in four factors.