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非英语专业大学生英语学习动机与英语成绩的相关性研究.docx

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非英语专业大学生英语学习动机与英语成绩的相关性研究 Introduction Intoday'sinterconnectedworld,theabilitytocommunicateeffectivelyinEnglishhasbecomecrucialforindividualswhowishtosucceedintheiracademic,professional,orpersonallives.Fornon-Englishmajors,learningEnglishasasecondlanguage(ESL)canbeadauntingtask.However,despitethechallengesposedbylearninganewlanguage,manynon-EnglishmajorsaremotivatedtoimprovetheirEnglishproficiency.Thisstudyaimstoexploretherelationshipbetweenthemotivationofnon-EnglishmajorcollegestudentstolearnEnglishandtheirEnglishgrades. LiteratureReview MotivationisacriticalfactorindeterminingthesuccessofESLlearners.Intrinsicmotivation,whichreferstotheinternaldrivetolearn,hasbeenfoundtobemoreeffectivethanextrinsicmotivation,whichinvolvesexternalrewardsorpunishments(Dörnyei,2014).SmithandMiller(2017)foundthatnon-EnglishmajorcollegestudentswhowereintrinsicallymotivatedtolearnEnglishhadhigherEnglishproficiencylevelsthanthosewhohadextrinsicmotivationornomotivationatall. Anotherfactorthatinfluencesthemotivationofnon-EnglishmajorcollegestudentstolearnEnglishistheirperceivedusefulnessofthelanguage.StudentswhobelievethatEnglishisessentialfortheirfuturecareersorpersonallivesareusuallymoremotivatedtolearnthelanguage(Dörnyei,2014).Additionally,apositiveattitudetowardsEnglishandEnglish-speakingculturecanalsobooststudents'motivationtolearnthelanguage(Smith&Miller,2017). Methodology ToinvestigatetherelationshipbetweenEnglishlearningmotivationandEnglishgrades,amixed-methodsapproachwillbeused.Aquestionnairewillbeadministeredtonon-EnglishmajorcollegestudentstogatherdataontheirEnglishlearningmotivation,perceivedusefulnessofEnglish,andattitudestowardsEnglish.Thissurveywillbefollowedbyinterviewswithapurposivesampleofstudentstogainmorein-depthinsightsintotheirmotivationsforlearningEnglish.Finally,students'Englishgradeswillbeobtainedfromtheuniversity'sstudentinformationsystem,andcorrelationanalysiswillbeusedtoexploretherelationshipbetweenmotivationandgrades. ExpectedResults Itisexpectedthatstudentswhoa