An Empirical Study on English Learning Motivation for Non-English Majors

DOI

10.2991/msetasse-15.2015.230How to use a DOI?

Keywords

English Learning Motivation; Motivation Types; College English Graded Education

Abstract

The whole research is an empirical study of English learning motivation for different levels non-English majors, aiming to explore the correlations between students’ learning motivation and their English achievement under graded education. From the results of our questionnaire investigation, we can draw a conclusion that in Wuhan Textile University, non-English majors have strong instrumental motivation in English learning. Situational motivation is lower than instrumental motivation and the cultural motivation ranks the last. Through independent t-test, the author summarizes that the advanced class gains higher mean than the general class in cultural motivation. It means that cultural motivation is positively correlated with students’ English achievement, while situational motivation has negative impact on students’ proficiency of English.

Copyright

© 2015, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Lili Yang
PY  - 2015/11
DA  - 2015/11
TI  - An Empirical Study on English Learning Motivation for Non-English Majors
BT  - Proceedings of the 2015 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics
PB  - Atlantis Press
SP  - 1088
EP  - 1091
SN  - 2352-5398
UR  - https://doi.org/10.2991/msetasse-15.2015.230
DO  - 10.2991/msetasse-15.2015.230
ID  - Yang2015/11
ER  -