Abstract
<p>Abstract: Through a questionnaire survey of 560 minority high-school students in western China and<br />interviews with 24 of them, this paper explores their English learning demotivators. Combined with<br />exploratory factor analysis, the results indicate that major demotivators are linguistic competence,<br />learning strategy, textbooks, social factor, teachers’ moral cultivation, language attitude, self-efficacy<br />and teachers’ professional knowledge and ability. Theoretically, this paper finds linguistic competence<br />factor and social factor, which enriches the findings of previous relevant researches. Practically, it<br />provides tentative suggestions for English teachers to reflect on their pedagogy and minimize students’<br />demotivation.</p>
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