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中日大学生英语学习动机的对比研究的综述报告.docx

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中日大学生英语学习动机的对比研究的综述报告 Introduction Motivationplaysacriticalroleinsecondlanguageacquisition,anditisoneofthekeyfactorsthatdeterminethesuccessoflanguagelearners.Inrecentyears,aseriesofcomparativestudieshavebeenconductedonthemotivationofJapaneseandChineseuniversitystudentsinEnglishlearning.ThispaperaimstoprovideacomprehensivereviewofthesestudiesandexaminethesimilaritiesanddifferencesinthemotivationofJapaneseandChineseuniversitystudentsinEnglishlearning. SimilaritiesinMotivation Firstly,bothJapaneseandChineseuniversitystudentssharesimilargoalswhenlearningEnglish.AccordingtothestudyconductedbyDörnyeiandUshioda(2013),bothgroupsofstudentsvaluetheimportanceofEnglishfortheirfuturecareerdevelopmentandglobalcommunication.Furthermore,bothgroupsofstudentsperceiveEnglishasachallengingyetnecessarylanguagetolearn. Secondly,bothJapaneseandChineseuniversitystudentsshowhighlevelsofinstrumentalmotivation,whichmeanstheylearnEnglishforutilitarianpurposesratherthanforenjoyment.ResultsfromastudybyShao,Zhang,andSong(2019)revealthatimprovingacademicperformance,obtainingabetterjobinthefuture,andparticipatingininternationalconferencesaretheprimaryreasonswhyChineseuniversitystudentslearnEnglish.Similarly,Japaneseuniversitystudents’motivationtolearnEnglishisdrivenbytheirdesiretostudyabroadorworkforaforeigncompany(Dörnyei&Ushioda,2013). DifferencesinMotivation Despitethesimilaritiesbetweenthetwogroups,JapaneseandChineseuniversitystudentshavedifferentmotivatorsintheirEnglishlearning.Firstly,ChineseuniversitystudentsplaceahigheremphasisonsocialandculturalfactorsintheirEnglishlearningmotivation.InastudybyLiuandDörnyei(2020),Chinesestudentswerefoundtobemoremotivatedbythedesiretocommunicatewithnativespeakers,theprestigeofspeakingEnglish,andtheinfluenceoffamilyandfriends.ThesereasonsarelessprevalentamongJapaneseuniversitystudents,whotendtofocusmoreonachievingtheircareergoals(Dörnyei&Ushioda,2013). Secondly,JapaneseuniversitystudentsappeartobemoreintrinsicallymotivatedintheirEnglishlearning.InastudybyYam