an empirical study of english learning attitude and motivation of ethnic minority university undergraduates from yunnan province, china 英語(yǔ)論文

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1、AnEmpiricalStudyofEnglishLearningAttitudeandMotivationofEthnicMinorityUniversityUndergraduatesfromYunnanProvince,ChinaAbstract：ThisresearchadoptedempiricalquantitativequestionnairesurveyandstudiedEnglishlearningattitude/motivationandtheirrelationshipswithEnglishac

2、hievementofethnicminoritystudentsinYunnan,China.Theparticipantswere837ethnicminoritystudentsfromtwouniversitiesinYunnanprovince,southwestChina.Thequestionnaire,adaptedfromSLABatteriesofGardner/Lambert(1972),consistedof63itemsconcerningwhytolearnEnglish.First,wetre

3、atedthecollecteddatawithSPSSfactoranalysisanddescriptivestatisticsinordertoexplorethemostimportanttypesofattitudeandmotivationandeighttypesofattitudesandmotivationsemerged.Theorderoftheeightattitudinalandmotivationaltypeswasarrangedfromthehighestmeanvaluetothelowe

4、stasfollows:studyintensity,extrinsicmotivation,parents’expectation,teachingfactors,intrinsicmotivation,integrativemotivation,attitudetoEnglishnativespeakersandstudyanxiety.Second,SpearmanCorrelationindicatedthattheself-evaluatedEnglishachievementwaspositivelyandsi

5、gnificantlycorrelatedinorderwithintegrativemotivationandintrinsicmotivationandextrinsicmotivation.Keywords:attitude,motivation,Englishachievement,ethnicminorityuniversitystudents1．Introduction1.1TheBackgroundofTheStudyThesocio-cognitivemodel,alsocalledtheinstrumen

6、tmodelandintegrativemodel,isinitiallyputforwardbyGardner/Lambert(1972).TheintrinsicandextrinsicmodelisproposedbyDeciandRyan(1995,2006)whilethetheoryofFLLmotivationissetupbyDornyei(1990,2005).Noelsandhercolleagues(2001)introduceanewinterpretation:acomprehensivemode

7、lofSLA/FLLmotivation(intrinsic/extrinsic/integrativeorientationandmotivation).Gaoetal.(2003)holdthattheempiricalstudiesconcerningFLLmotivationinChinahavepursuedtheinternationalmodelsandextendedmodels.Theyhaveprobedintothefunctionofmotivationstopromotelanguageachie

8、vementandthecorrelationbetweenmotivationsandotherfactorsinfluencingthelearners’achievement(Wuetal,.1993;Wen&Wang,1996;Shi,2000;Yang,2002;Wen,2003).Gaoet