Abstract
Based on the theory of Directed Motivational Currents, this study conducted a diachronic investigation on non-English majors with a case study approach and analyzes the development and changes of their motivation of oral English learning．The results show that the motivational dimensions such as goals or visions, facilitative structure and positive emotionality can significantly promote oral English learning. In college oral English teaching, stimulating, maintaining and protecting students’ directed motivational currents can help to improve the quality of oral English teaching and students’ learning efficiency.
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