Abstract
Motivation is considered as a key feature in the success of language learning and has great effect on the efficiency and productivity of English language teaching. And a lot of considerable researches and investigations have been done on Chinese college students’ motivation to learn English. Most researches like to value instrumental aspects as the major type for college students’ learning English in Chinese context while integrative motivation is often neglected. In this study, 300 college students are employed to further explore students’ instrumental motivation and integrative motivation and the data analysis of the study somehow shows difference from others, supporting that college students do have expectation and strong integrative motivation toward English language learning and recommendations are offered to the teachers to develop college students’ integrative motivation in English language teaching, suggesting focusing on cultural education in particular.
Highlights
Learning and mastering a foreign language becomes a basic requirement for the citizens in the 21st century and Chinese College English Curriculum Requirements (CCECR) stresses that College English is a language course that provides basic knowledge about English, and a capacity enhancement course that helps students broaden their horizons and learn about different cultures in the world, which clearly indicates that col
All of this can imply that students have clear instrumental motivation of English language learning (ELL)
In particular the percentage of 68.6% for “to get a satisfying job” is pretty reasonable for the college students who feel under stress of career choices
Summary
Learning and mastering a foreign language becomes a basic requirement for the citizens in the 21st century and Chinese College English Curriculum Requirements (CCECR) stresses that College English is a language course that provides basic knowledge about English, and a capacity enhancement course that helps students broaden their horizons and learn about different cultures in the world, which clearly indicates that col-How to cite this paper: Jin, M. Jin lege English teaching should be aimed at cultivating their intercultural communicative competence as well as developing students’ English proficiency. It seems that college English teaching efficiency and productivity does not correspond with CCECR. Even though most of the college students learn English as a compulsory course, many of them show low motivation in English study and even completely give up learning English especially after passing College English test-band 4 (CET-4), which made me have to rethink English teaching orientation and the motivation of both students’ English language learning (ELL) and teachers’ English language teaching (ELT), in particular
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