Proceedings of the 2nd International Conference on Applied Social Science Research

A Study on Students’ Integrative Motivation for College English Learning in Chinese Universities

Authors
Dongmei Wang
Corresponding Author
Dongmei Wang
Available Online July 2014.
DOI
https://doi.org/10.2991/icassr-14.2014.3How to use a DOI?
Keywords
English learning, integrative motivation, enhancing methods
Abstract
In foreign language learning and teaching, learner's motivation is a focus and discussed by many researchers from various perspectives. College students' English learning motivation is one of those many research subjects. It has great influence on the frequency of using learning strategies, the acceptance of second language input, the interaction with the native speakers, the setting of goals and the learner’s determination of learning a foreign language. Based on Gardner's motivation dichotomy, this thesis adopts quantitative approach to study the integrative motivation of Chinese college students. This study is undertaken for the following purposes: firstly, to identify students’ integrative motivation, and then to provide some useful suggestions on how to enhance students' integrative motivation.
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This is an open access article distributed under the CC BY-NC license.

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Volume Title
Proceedings of the 2nd International Conference on Applied Social Science Research
Series
Advances in Intelligent Systems Research
Publication Date
July 2014
ISBN
978-94-62520-24-0
ISSN
1951-6851
DOI
https://doi.org/10.2991/icassr-14.2014.3How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Dongmei Wang
PY  - 2014/07
DA  - 2014/07
TI  - A Study on Students’ Integrative Motivation for College English Learning in Chinese Universities
BT  - Proceedings of the 2nd International Conference on Applied Social Science Research
PB  - Atlantis Press
SP  - 11
EP  - 13
SN  - 1951-6851
UR  - https://doi.org/10.2991/icassr-14.2014.3
DO  - https://doi.org/10.2991/icassr-14.2014.3
ID  - Wang2014/07
ER  -