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1、AnEmpiricalStudyofEnglishLearningAttitudeandMotivationofEthnicMinorityUniversityUndergraduatesfromYunnanProvince,ChinaAbstract：ThisresearchadoptedempiricalquantitativequestionnairesurveyandstudiedEnglishlearningattitude/motivationandtheirrelationshipswithEnglishachievemento
2、fethnicminoritystudentsinYunnan,China.Theparticipantswere837ethnicminoritystudentsfromtwouniversitiesinYunnanprovince,southwestChina.Thequestionnaire,adaptedfromSLABatteriesofGardner/Lambert(1972),consistedof63itemsconcerningwhytolearnEnglish.First,wetreatedthecollecteddata
3、withSPSSfactoranalysisanddescriptivestatisticsinordertoexplorethemostimportanttypesofattitudeandmotivationandeighttypesofattitudesandmotivationsemerged.Theorderoftheeightattitudinalandmotivationaltypeswasarrangedfromthehighestmeanvaluetothelowestasfollows:studyintensity,ext
4、rinsicmotivation,parents’expectation,teachingfactors,intrinsicmotivation,integrativemotivation,attitudetoEnglishnativespeakersandstudyanxiety.Second,SpearmanCorrelationindicatedthattheself-evaluatedEnglishachievementwaspositivelyandsignificantlycorrelatedinorderwithintegrat
5、ivemotivationandintrinsicmotivationandextrinsicmotivation.Keywords:attitude,motivation,Englishachievement,ethnicminorityuniversitystudents1．Introduction1.1TheBackgroundofTheStudyThesocio-cognitivemodel,alsocalledtheinstrumentmodelandintegrativemodel,isinitiallyputforwardbyG
6、ardner/Lambert(1972).TheintrinsicandextrinsicmodelisproposedbyDeciandRyan(1995,2006)whilethetheoryofFLLmotivationissetupbyDornyei(1990,2005).Noelsandhercolleagues(2001)introduceanewinterpretation:acomprehensivemodelofSLA/FLLmotivation(intrinsic/extrinsic/integrativeorientat
7、ionandmotivation).Gaoetal.(2003)holdthattheempiricalstudiesconcerningFLLmotivationinChinahavepursuedtheinternationalmodelsandextendedmodels.Theyhaveprobedintothefunctionofmotivationstopromotelanguageachievementandthecorrelationbetweenmotivationsandotherfactorsinfluencingthe
8、learners’achievement(Wuetal,.1993;Wen&Wang,1996;Shi,2000;Yang,2002;Wen,2003).Gaoet
