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1、Abstract Motivation has been considered as a key factor to successful language learning. It could be divided into integrative motivation and instrumental motivation. It also could be classified into intrinsic motivation and extrinsic motivation, et cetera. The thesis examined 100 English-major fresh
2、men in Lanyang Normal University, and found that the main types of the English-major freshmens motivation were instrumental motivation and extrinsic motivation. Furthermore, there were differences between high-score group students and low-score group students in terms of the motivation type. The mos
3、t significant difference exited in integrative motivation. Based on the findings from the survey, the author put forward some suggestions about the methods and strategies for teachers which could help them to stimulate students English learning motivation.Key words: motivation; English learning; Eng
4、lish-major摘要动机被看是作语言学习成功与否的一个关键因素。动机可以分为融合型动机和工具型动机，也可以分为内部动机和外部动机等等。本文对兰阳师范学院英语专业100名新生进行了调查，发现英语专业新生的学习动机以工具型动机和外部动机为主。此外，高分组学生和低分组学生的动机学习动机类型有所差异。其中最大的差异在于融合型动机。基于此研究的发现，作者提出了一些教学方法和策略的建议或可帮助老师激发学生的英语学习动机。关键词：动机；英语学习； 英语专业Contents1. Introduction .11.1 The Background of the Study.11.2 The Scope of
5、 the Study.11.3 The Significance of the Study.21.4 The Research Questions.22. Literature review.32.1 Related Theories.32.1.1 Definitions of Motivation.32.1.2 Types of Motivation.32.2 Related Researches.63. Research Design73.1 Subjects .73.2 Research Instrument .73.2.1 The score of Integrated Skills
6、of English.83.2.2 The questionnaire.83.3 Data Collection Procedure.84. Data Analysis and Findings.94.1 The Analysis of the Questionnaire.94.1.1 The Analysis of Extrinsic Motivation and Intrinsic Motivation.9 4.1.2 The Analysis of Instrumental Motivation and Integrative Motivation.114.1.3 Comparison
7、of the Types of Motivation between .12High-score Group Students and Low-score Group Students .124.2 Findings of the Questionnaire.134.2.1 Types of Motivation of English-major Freshmen.134.2.2 Differences of the Types of Motivation between High-score Group Students and Low-score Group Students 145. D
8、iscussion and Conclusion.155.1 Summary of the Findings.155.2 Implications.155.3 Conclusion.175.4 The Limitations.17References.18Appendix.191. Introduction 1.1 Background of the StudyWith the development of the science and technology, the communication and cooperation between China and other countrie
9、s are becoming more and more frequent. As an international language, English is widely used and commonly taught as a foreign language in China. However, it is not easy for people to learn a new language. As Gardner (1985, cited in Williams & Burden, 2003:115) said: “Languages are unlike any other su
10、bjects taught in a classroom in that they involve the acquisition of skills and behavior patterns which are characteristic of another community.” English is a well-developed and complicated language. It consists of pronunciation, vocabulary, grammar and discourse as the language system, and also inc
11、ludes listening, speaking, reading and writing as its language skills. English learning is influenced by a variety of factors, such as learning environment and learners own factors.Among these factors, motivation, as one of non-intelligence factors, could contribute a lot to learners failure or succ
12、ess in foreign language learning. As Drnyei (1998, cited in Li Li et al, 2005:17) pointed out that “motivation has been widely accepted by the teachers and researchers as one of the key factors that influences the rate and success of the second and foreign language learning”.1.2 The Scope of the Stu
13、dyIt is a formidable task to do research on motivation, because motivation is dynamic in nature. It varies from one moment to next depending on the learning context or task. Due to the limitation of ability, the author only investigated on two aspects: the types of English learning motivation of English-major freshmen, and the comparison between the high-score group students and the low-score group students on their motivation. The author
