An Empirical Study of English Learning Attitude and Motivation of Ethnic Minority University Undergraduates from Yunnan Province, China英语论文.doc

An Empirical Study of English Learning Attitude and Motivation of Ethnic Minority University Undergraduates from Yunnan Province, ChinaAbstract： This research adopted empirical quantitative questionnaire survey and studied English learning attitude/motivation and their relationships with English achievement of ethnic minority students in Yunnan, China. The participants were 837 ethnic minority students from two universities in Yunnan province, southwest China. The questionnaire, adapted from SLA Batteries of Gardner/Lambert (1972), consisted of 63 items concerning why to learn English. First, we treated the collected data with SPSS factor analysis and descriptive statistics in order to explore the most important types of attitude and motivation and eight types of attitudes and motivations emerged. The order of the eight attitudinal and motivational types was arranged from the highest mean value to the lowest as follows: study intensity, extrinsic motivation, parents expectation, teaching factors, intrinsic motivation, integrative motivation, attitude to English native speakers and study anxiety. Second, Spearman Correlation indicated that the self- evaluated English achievement was positively and significantly correlated in order with integrative motivation and intrinsic motivation and extrinsic motivation. Key words: attitude, motivation, English achievement, ethnic minority university students1 Introduction1.1 The Background of The StudyThe socio-cognitive model, also called the instrument model and integrative model, is initially put forward by Gardner/Lambert (1972). The intrinsic and extrinsic model is proposed by Deci and Ryan (1995, 2006) while the theory of FLL motivation is set up by Dornyei (1990, 2005). Noels and her colleagues (2001) introduce a new interpretation: a comprehensive model of SLA/FLL motivation (intrinsic/extrinsic/integrative orientation and motivation). Gao et al. (2003) hold that the empirical studies concerning FLL motivation in China have pursued the international models and extended models. They have probed into the function of motivations to promote language achievement and the correlation between motivations and other factors influencing the learners achievement (Wu et al,. 1993; Wen & Wang, 1996; Shi, 2000; Yang, 2002; Wen, 2003). Gao et al. (2003) investigated the types of motivation of the university undergraduates in China by using questionnaires. Some newly-established findings also appear in domestic study, such as Du (2004), Tang (2005), Ge (2006), Li & Yu (2008) and Rao & Wang (2009).However, there still exist some limitations in the studies of SLA/FLL motivation, for example, much research focuses on Han students（the mainstream ethnic group）rather than the empirical study on ethnic minority students. In recent years, some scholars and teachers (Wu & Gulizha, 2007; Huang, 2006; Yuan, 2007; Hu, 2007; Yuan et al., 2008) have made some discussions about the English learning motivation of ethnic minority undergraduates and middle school students. But up till now, there is no specialized empirical study on English learning attitude/motivation based on large samples of ethnic minority university undergraduates from Yunnan, China.1.2 The Research QuestionThe present study is part of the research project granted by the China Ministry of Education in 2009 which is entitled The Correlation between English Learning Attitude/Motivation and English Achievement of Ethnic Minority Students within the National Education Science in “Eleventh Five-Year Plan”. This study will adopt some western theories of SLA and FLL motivation (Gardner/Lambert, 1972; Dornyei, 1990, Noels, 2001) to unveil the main types of English learning attitude/motivation and their correlation with the participants English achievement.2. The Research Methodology2.1 SamplingThe samples of this study were 837 ethnic minority university undergraduates at two universities in Yunnan. Among them, 303 were male, 537 were female; the ethnic groups were up to 33. The top ten groups in number consisted of the Yi, the Bai, the Hui, the Zhuang, the Naxi, the Dai, the Hani, the Lisu, the Miao, the Lahu. The majors covered Liberal Art, Science, Economy, Politics, Law, Arts and Physical Education. Of the subjects, 202 majored in English, 47 were from workers family, 597 were from farmers family, 73 were from teachers family, 46 were from civil servants family, 46 were from self-employed enterprisers' family and so on. 2.2 Instrument The major research instrument was the questionnaire adapted from Gardner/Lamberts (1972) and Gao et al.s (2003) Scales of English Learning Investigation. The questionnaire contained 66 questions related to English learning attitude and motivation; it also employed 5-point Likert scale with 1 being “strongly disagree” and 5 being “strongly agree”. The overall reliability of the questionnaire (Cronbach ) reached 0.92 at last. Another instrument was the subjects self-evaluated achievement of English, the result of which was taken as English achievement index ranging from “good”, “average” and “poor” and the statistics showed that these subjects respectively ranked into 10.5%, 55.2% and 34.3%.2.3 Data AnalysisAll the data in this study were treated with SPSS statistical data analysis system to conduct factor analysis, descriptive analysis and correlation analysis with the attempt to find out the types of attitude/motivation and to reveal the correlation between the types of attitude/motivation and English achievement. 3. Result and Analysis3.1 Analysis of Types of Attitudinal/Motivational FactorsFactor analysis was applied twice to look into the sixty-three items concerning attitude/motivation in the questionnaire to investigate the content validity. By principal components analysis, eight common factors were obtained in the first round of factor analysis of sixty-three items on the attitudinal/motivational questionnaire. To facilitate the labeling of the common factors respectively, Direct Oblimin was adopted to revolve the coordinate axis. In the first round of factor analysis, KMO score was 0.916, which showed that the data were suitable to be analyzed, and Bartletts Spherical Inspection x2 equaled to 17683.32 (P=0.000), which reached the significant level and the data were suitable to undergo the factor analysis. Thirty-three unfavorable questions were deleted according to the result of the communalities and item classification after revolving the coordinate axis, factor load and concrete meaning. We kept the other thirty-three items whose structures were of distinctive classification. In the second round of factor analysis, only the remained thirty-three factors were included which then produced eight common factors. At this time, the contribution rate of accumulative variance came to reach 52.57 (Table 1), and KMO was 0.877 and x2 of Bartletts Spherical Inspection equaled to 7250.00 (P=0.000), which reached the significant level. After using Direct Oblimin method to revolve the coordinate axis, the labeling of different factors was listed below (Table 1): extrinsic motivation, study anxiety, parents expectation, teaching factors, study intensity, integrative motivation, attitude to native speakers of English, intrinsic motivation. This result is basically similar to those of the predecessors (Gardner & Lambert, 1972; Gardner, 1985, 2001; Deci and Ryan, 1985, 2006; Dornyei, 1990, 2001; Noels, 1999, 2001; Wu et al., 1993; Gao et al., 2003; Yuan, 2007; Yuan et al., 2008). Table 1 Factor Naming Eigenvalue and Variance Contribution of Questionnaire on EFL Attitudinal/Motivational Factor FactorEigenvalueVariance ContributionCumulative Variance Contribution Rate1. Extrinsic Motivation7.52720.90820.9082. Study Anxiety2.9198.10929.0173. Parents Expectation2.2106.13835.1554. Teaching Factors1.4664.07139.2255. Study Intensity1.3063.62742.8536.Integrative Motivation1.2733.53746.3907.Attitude to Native Speakers of English1.1593.22149.6108. Intrinsic Motivation1.0672.96352.573The following tables (Table 2-Table 9) illustrate the question items of each factor.Table 2 Study Intensity 59. Concerning the question how I learn English, I could frankly say that I .a) The pass of the exam totally depends on my luck or petty trick, because I put in little effort in learning.b) Indeed work hard on English course.c) Just so so.60. In the English class, Ia) Never speak out.b) Only answer simple questions.c) try my best to answer every question. 61. If having opportunity and knowing enough English, I will ( ) read English journals and magazines.frequentlyseldomnever62. Referring to English homework, I a) only review for one timeb) make some but not most effort in it. c) finish it very carefully and make sure to understand them all.Table 3 Extrinsic Motivation30.I would better put in effort in the national prosperousness by learning English well.32.To speak fluent English is a symbol of education and culture.33.To learn English is important to me, for it could help me have the sense of achievement.39.Foreign language learning is an important part in the whole education.Table 4 Parents Expectation4. My parents really encourage me to study English.22. My parents emphasize the importance of learning English after my graduation.46. My parents think that I should devote more time to learning English.51. If I have difficulty in learning English, my parents would urge me to get help from teachers.Table 5 Teaching Factors 1. I especially like my English teacher.18.English course is my favorite challenge.24.I would learn better in a collaborative environment.25.The teaching methods of teachers of English are interesting and inspiring.26. English textbooks are full of humor and wit.Table 6 Intrinsic Motivation8. I love English at first sight and could not tell any other reasons.27.To have an outstanding English achievement is very important to me at present in my class.56.I have special interest in learning language.待添加的隐藏文字内容2Table 7 Integrative Motivation43.The purpose of my learning English is to find better opportunity of going overseas for further education and job hunting. 44.The purpose of my learning English is to spread Chinese culture abroad on my own.45.I learn English for the purpose of helping the world know better about China.52.I learn English for the purpose of immigrating to foreign countries.Table 8 Attitude to Native Speakers of English10.Most people in English speaking countries are friendly and good-hearted.17.Most of native English speakers are very intelligent and industrious.35.People in English speaking countries are generally warm-hearted and worth being counted on.40.People in English speaking countries are generally polite and well-cultivated.Table 9 Study Anxiety11.I think English useless when living in my hometown.23.Compared with other courses, I would feel more nervous in English class.36.I would give up English learning completely after my graduation, for I am uninterested in it.47.When I sit in English exam, I would feel ill at ease and really afraid and trembling.3.2 Descriptive Statistical Analysis of Attitude/MotivationAccording to the descriptive statistics of the eight factors (Table 10), the motivational types ranking in mean value scores from highest to lowest were: study intensity, extrinsic motivation, parents expectation, teaching factors, intrinsic motivation, integrative motivation, attitude to native speakers of English and study anxiety. Table 10 Descriptive Statistical Analysis of Attitudinal/Motivational TypesFactorNMinimumMaximumMean Std DeviationExtrinsic Motivation8371.05.03.50.84Study Anxiety8371.05.02.70.86Parents Expectation8371.05.03.40.80Teaching Factors8371.05.03.30.78Study Intensity8371.05.03.60.86Integrative Motivation8371.05.02.90.86Attitude to Native Speakers of English8371.05.02.90.87Intrinsic Motivation8371.05.03.30.84Noels (2001) divides SLA/FLL motivational types into intrinsic motivation, extrinsic motivation and integrative motivation. Noels (2001) defines intrinsic motivation as the one inspired by external conditions and transforming from internal psychological factors. In the process of studying, many factors may contribute to the transformation of intrinsic motivation, e.g. interest, need, emotion, the desire of control and competence and so on. Intrinsic motivation gives incentive to students to learn actively. Those learning motivations attracted, inspired, caused by external factors (incentives) are called extrinsic motivations, for example, after getting a high score, a student can be rewarded by teachers and parents; language learning is seen as an instrument of getting certain certificate, entering schools of a higher grade or finding a good job. All of these can stimulate a students extrinsic motivation. It is proved that extrinsic motivation, to some extent, can improve learning achievement. Integrative motivation refers to the learners desire to integrate in the target society by learning the target language, such as emigration. It can also refer to the learners special interest in the target culture, or his/her desire to know more about the current events of the place and to communicate with the neighbors and colleagues through language learning. These three factors were involved in the current study.Gao et al. (2003) state that some countries (native culture) concerning the issue like “trying the best to make China prosperous” or “making China understood by the world” show a kind of social responsibility. Yuan (2008) also found this factor in his research about English learning motivation of ethnic minority middle school students. Moreover, this factor scored very high in the mean value. But this factor was eliminated in this study during the second-round of factor analysis. This indicates that the sense of social responsibility is weakened compared with that of middle school students. In addition, the factor of ethnic self-identity which emerged in the previous study on ethnic minority middle school students (Yuan, 2007) was also deleted this time. The result probably shows that along with the growth of age, undergraduates ethnic identity is impaired too. It is also worth noticing that the study anxiety factor which scored the highest in the previous descriptive statistic analysis (Yuan, 2007) scored the lowest in the present study. This demonstrates the dramatic drop in English learning anxiety of ethnic minority university undergraduates. The fact indicates that the more English the students have mastered, the more co