摘 要

学习动机，作为重要的情感因素，对外语学习十分重要。近年来，二语学习动机研究不断与其它领域研究相结合，但这些研究仍多数致力于传统教学模式下动机理论的完善和发展。随着网络在英语教学中的广泛运用，这种新的教学模式下的学习者动机还有待进一步的研究。在理论和实践研究发现的指导下，本文通过调查问卷方式对南京林业大学的58名非英语专业的学生进行了在网络环境下英语学习动机的调查研究，并且用采访的方式研究了网络环境对维持学习动机的帮助以及在网络环境下教师对学生维持学习动机的帮助。研究表明，（1）多数学习者的动机取向为“工具型”；（2）学习者认为网络环境对激发并维持自己的英语学习动机有所帮助；（3）教师认为利用网络环境可以帮助学生保持学习动机。

关键词：学习动机；网络环境；非英语专业学生

Contents

1. Introduction................................................................................................................1

2. Demonstration............................................................................................................3

2.1 Literature review......................................................................................................3

2.1.1 Research abroad....................................................................................................3

2.1.2 Domestic research.................................................................................................4

2.1.3 Related research....................................................................................................4

2.2 Research design........................................................................................................5

2.2.1 Research questions................................................................................................5

2.2.2 Research subjects..................................................................................................5

2.2.3 Research methods and instruments.......................................................................5

2.2.3.1 Questionnaire.....................................................................................................5

2.2.3.2 Interview.............................................................................................................6

2.2.4 Research procedure...............................................................................................6

2.3 Data collection.........................................................................................................6

2.4 Data analysis............................................................................................................7

2.4.1 Analysis of the questionnaire results....................................................................7

2.4.1.1 Overall learning motivation...............................................................................7

2.4.1.2 Motivation types................................................................................................7

2.4.2 Analysis of the interview results..........................................................................9

2.5 Further discussion..................................................................................................10

2.5.1 Information literacy.............................................................................................11

2.5.2 Environment........................................................................................................11

3. Conclusion................................................................................................................11

Works Cited 13

Bibliography 14

Appendix......................................................................................................................16

A Study on English Motivation of Non-English Majors in the Network Environment

1. Introduction

While network is changing the world, it is changing the educational industry as well，especially the language teaching and learning area. Now with the popularization of modern multimedia computers and internet resources available to ordinary people, network not only provides technological possibility for the progress of foreign language teaching and learning, but also offers more opportunities for the language learners to access to the authentic social contexts, the target cultures and native speakers promptly and conveniently.

Nowadays, network teaching mode prevails in English classrooms in almost all Chinese universities, middle schools, and even elementary schools. The aim of this reform is to free language teaching from the limitation of time and place and to adjust it towards a student-centered, individualized and autonomous language learning method.

In the filed of linguistics，motivation has always been seen as playing a key role in the success of language learners (Gardneramp;Lambert,1972). Also, in modern educators’ eyes, a highly motivated, autonomous learner who can cooperate and interact with his partners during the learning process and has his own adequate learning strategies would be an ideal model. Thus how to properly motivate the learners has always been a topic for teachers in the traditional teacher-centered teaching mode. The appearance of network teaching and learning in the educational industry seems to become a solution to the problem．

Psychologists define motivation as an internal motivation to stimulate, guide, and maintain behavior. Network learning motivation is the internal driving force to promote learners' learning. Gardneramp;Lambert believes that there are two main types of learning motivation: firstly, it’s the "instrumental motivation". That is using the language to achieve a practical purpose; secondly, it’s the "integrative motivation". That is to understand and integrate into the target language culture. After that, the mainstream psychology school studies the social function which triggers personal behavior.