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非英语专业研究生英语学习动机调控策略研究 Introduction Englishlanguageproficiencyhasbecomeacrucialskillinthemodernglobalizedworld.Asaresult,therehasbeenasignificantincreaseinthenumberofnon-English-speakinggraduatestudentswhowishtoimprovetheirEnglishlanguageproficiencytoadvancetheircareersandcommunicationskills.However,thechallengethatnon-English-speakingstudentsencounterishowtostaymotivatedwhilelearningaforeignlanguage.Therefore,thispaperaimstoexplorethemotivationofnon-English-speakinggraduatestudentsinlearningEnglishandthestrategiesthatcanbeusedtoregulatetheirmotivation. Motivationinlanguagelearning Motivationisoneofthecriticalfactorsthatdeterminesuccessinlanguagelearning.Itisadrivingforcethatpropelslanguagelearnerstopursuetheirlanguagelearninggoals.AccordingtoDornyei(1994),therearetwotypesofmotivation,namelyintrinsicandextrinsicmotivation.Intrinsicmotivationcomesfromwithintheindividualandisactivatedbyaninterestintheactivity.Ontheotherhand,extrinsicmotivationisderivedfromoutsidefactors,suchasrewardsandrecognition.Therefore,studentsmotivatedbyintrinsicfactorsaremorelikelytoachievetheirlanguagelearninggoalsthanthosemotivatedbyextrinsicfactors. Factorsthataffectmotivationinlanguagelearning Severalfactorscanaffectlanguagelearners’motivation,includingattitudes,beliefs,andculturaldifferences.Attitudeisoneofthemostcriticalfactorsthataffectmotivationinlanguagelearning.Positiveattitudestowardslearningarelikelytoincreasemotivation,whilenegativeattitudesarelikelytodecreaseit.Beliefsaboutone'sabilitytolearnalanguagecanalsoaffectmotivation.Individualswhobelievetheyhavetheabilitytolearnalanguagearemorelikelytobemotivatedtopursuetheirlanguagelearninggoalsthanthosewhodoubttheirabilities.Culturaldifferencescanalsoaffectmotivation,aslanguagelearnersfromdifferentculturesmayhavedifferentexpectationsaboutlanguagelearning. Strategiesforregulatingmotivation Regulatingmotivationisessentialinlanguagelearningtoensurethatstudentsremainmotivatedthroughoutthelearningprocess.Severalstrategiescanbeusedtoregulatemoti