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对高职院校学生英语学习动机的研究.docx

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对高职院校学生英语学习动机的研究 Abstract ThisstudyaimedtoinvestigatethemotivationofstudentsinvocationalcollegestolearnEnglishinordertounderstandtheirattitudes,interests,anddifficultiestowardsthislanguage.Thedatawascollectedthroughasurveyof150studentsfromthreedifferentvocationalcollegesinChina.TheresultswereanalyzedusingstatisticalmethodsandrevealedthatvocationalcollegestudentshaveastrongmotivationtolearnEnglish,withthemainreasonsbeingacademicandcareeradvancement.However,theyalsofacechallenges,suchasalackofconfidenceinspeakinganddifficultiesinvocabularyandgrammar.Basedonthesefindings,recommendationsweremadetoimprovetheEnglishlearningenvironmentinvocationalcolleges. Introduction Englishiswidelyacknowledgedastheinternationallanguageofcommunicationanditsimportanceisincreasinglyrecognizedintheglobalcontext.InChina,thegovernmenthaspromotedthelearningofEnglishasasecondlanguage(ESL)ineducationalinstitutionsatalllevels,includingvocationalcolleges.Vocationalcolleges,inparticular,haveacriticalroletoplayinpreparingstudentsfortheworkforce,whereEnglishproficiencyisoftenarequirementinmanyindustries.However,theEnglishproficiencyofvocationalcollegestudentsinChinaisgenerallylowerthanthatoftheirpeersinhighereducateduniversities.Therefore,identifyingthefactorsthatmotivateandinhibitvocationalcollegestudentsfromlearningEnglishisanimportantissueforeducatorsandpolicymakers. Background Motivationisacomplexandmultifacetedconstructthatincludescognitive,affective,andsocialaspects.MotivationtolearnEnglishcanbeinfluencedbyvariousinternalandexternalfactors,suchasattitude,interest,necessity,andself-efficacy.Forvocationalcollegestudents,therearespecificmotivationstolearnEnglishrelatedtotheiracademicandprofessionalgoals.PreviousstudieshavefoundthatvocationalcollegestudentshaveahighermotivationtolearnEnglishthanstudentsinothertypesofinstitutionsduetothepracticalapplicationofEnglishintheirwork(Teng&Zhang,2014).However,theextentandnatureoftheirmotivationtolearnEnglishremainunclear,aswellasthechallengestheyfaceintheir