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estingly, 26 out of 108 ( about24. 1% ) students give their own reas ons for learning a for2eign language, among whom 15 ( 57. 7% ) students saythat they are interested in learning foreign languages; 5(19. 2% ) think it would be useful to learn a foreign lan2guage for their future life, and 6 ( 23. 1% ) students,mainly English Majors, acknowledge frankly that theyhave no choice because they have to take it as theirmajor .Charts 1, 2, 3, 4 show how the four group s of students reactto the question about the concrete purpose of learning for2eign languages .The survey indicates that although learning foreignlanguages is a p revailing trend in China p resently, thepurposes vary considerably . Some students are highly mo2tivated while other are not interested in learning foreignlanguages but s omehow p ressed to learn for a s pecial rea2s on . In this res pect, students of EM and NEM don’tp resent a sharp contrast . However, students from Tsing2hua University react differently from their counterparts .The result reveals that for students of Tsinghua—one ofthe most p restigious universities, finding a decent job isbasically not a p roblem. Many of the Tsinghua studentsbelieve that learning a foreign language is necessary anduseful for the future . They are more concerned with the fu2ture development in career than getting a good job . How2ever, the other group s of students are job2 oriented .　　2. The factors and teacher variables that affect learn2ing and learning achievement . When asked to p rioritize twofactors affecting the learning achievement, a high percent2age (57. 4% ) of students believe that interest is the domi2nant factor in effective learning (Chart 5) . This exp lainsthe learners’self2 awareness of the importance of motiva2tion in FLL. Now the university students’learning envi2ronment ismulti2 dimensional, and the general shortage ofauthentic situation, competition from other courses, andthe p ressure of passing the compuls ory national tests ( e .g . , CET for NEM) , etc . require the learners to cultivatealong with their teachers“a learning activity or a positiveres ponse to stimuli” . The higher curriculum autonomy ascompared with what was p rovided in their middle schoolsand the ensuing comp lications als o contribute to such self2awareness . The statistics als o coincide with a popularcampus saying“Interest is the best teacher . ”For the secondary influential factor of the learningeffect, however, diverse choices of“purpose” ,“teacher”and“atmosphere”in more or less equal p roportion are ob2served . Chart 6 shows such a distribution, in which“pur2pose”and“learning atmosphere”gain the slight upperhand on the whole, indicating the less motivational factorand the want of integration of internal and external factors .When asked about the t wo main characteristics ofteachers that affect the learning attitudes or perform2ance, 46 . 7% of the students rate“p r ofessi onal abili2ty”in the first p lace, 20 . 6% go t o“pers onality”and11 . 5% take“character”(Chart 7) .Therefore it is concluded that p rofessi onal ability,pers onality and character are the three main teacherfact ors affecting FLL.3 . Students’p references in teacher variables . I nChina the context of FLL is mainly the classroom, inwhich teacher and student interact and cooperate witheach other frequently . To this end, the third part of thequesti onnaire targeted at students’p reference t o theteachers, asking about their attitudes t owards teachervariables including th