中国大学本科生英语学习动机类型_高一虹中国大学本科生英语学习动机类型_高一虹.pdfVIP

Guangzhou, China Modern Foreign Languages (Quarterly) Vol. 26 No.1 January 2003: 28-38 Motivation Types of Chinese College Undergraduates GAO Yi-hong, ZHAO Yuan, CHENG Ying, ZHOU Yan This paper presents part of a research project on Chinese college undergraduates’ English learning motivation and self-identity changes. Previous studies on Chinese students’ English learning motivation mostly followed the classical model (Gardner Lambert 1972; Gardner 1985) and their expansions (Tremblay et al. 1995), which were originated in contexts different from EFL in China. The basic motivation types of Chinese students remained to be inducted from data of the actual context. The purpose of the present research was to achieve such a basic classification. The subjects, obtained from a stratified sampling, were 2,278 undergraduates from 30 Chinese universities in 29 provinces, autonomous regions and municipalities. The instrument was a Likert-scale questionnaire. It included 30 items regarding learning motivation, based essentially on a summary of open responses collected in different provinces. Factor analysis and MANOVA were performed on the data, to explore motivation types and examine the effect of demographic features. Seven factors resulted from the analysis: 1) intrinsic interest; 2) immediate achievement; 3) learning situation; 4) going abroad; 5) social responsibility; 6) individual development; 7) information medium. Among these factors, “intrinsic interest” was related to “integrative” motivation in the classical model, whereas “immediate achievement”, “individual development” and “information medium” all had some features of “instrumental” motivation, but with focus on different goals. “Going abroad” had both “integrative” and “instrumental” elements. “I