Abstract

Human behavior usually derives from certain motivation. As a kind of behavior, English learning is no exception. Having a basic understanding of the classification and intensity of learners’ motivation, English teachers can make a fairly accurate forecast of what may happen, which is significant for them to adjust teaching plan so as to cultivate and stimulate students’ motivation, to ensure the smooth progress of English teaching and at last to achieve great effects. University students are special group, many of whom at present have no enough motivation to learn English and easily become disinterested in learning. This paper, from the analysis of the causes, brings out the elaboration of the motivation, such as, the definition of motivation, the classification of motivation and its effect on English learning, and from the viewpoint of learning state, puts forward some effective measures to cultivate and stimulate students’ motivation, thus improving their English learning situation and enhancing classroom teaching effect.

Key words: English study, motivation, measure, teaching effect

摘 要

人类的行为都源于一定的动机。英语学习作为一种行为，同样源于一定的动机。如果对英语学习者的动机类型和强度有基本的了解，那么就可以对可能的行为做出预测，这对于英语教学者调整教学行为以培养和激发学习者的动机，保证学习过程的顺利进行和取得良好的学习效果有着重大的意义。大学生是一个特殊的群体，目前他们中有许多学习英语的动机并不是很足，厌学情绪时有流露。本文通过对此状况原因的分析，引出对学习动机的阐述，指明其定义 、分类及动机对学习的影响作用，并针对大学生英语学习的现状，分别从内外动机两方面入手，提出切实有效的措施，培养激发他们的学习动机，从而改善大学生的英语学习状况，提高课堂教学效果。

关键词：英语学习；动机；措施；教学效果

1.    Introduction
1.1 The current situation of College English learning
As is known, with the fast development of the globalization, numerous English talents are largely needed to fulfill the social requirements. In order to follow the prevailing tendency, more and more people have to learn English although they have become college students. However, as a greatly practical subject, English yet hasn’t been liked by every student. Lots of them are fed up with it and lack great motivation in learning English. In class, they are often physically present but mentally absent, and turn a blind eye and deaf ear to their English teacher. When they are asked to answer questions, “I don’t know” or “I have no idea” is often heard. Such demotivation has been the most direct factor affecting the class teaching and disappointing many English teachers.