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r affecting foreignlanguage learning lies not in teachers but in learners. Therefore, in the past few decades, the focus ofthe foreign language learning study has gradually changed from teachers’ teaching to students’learning. Of the factors affecting learners’ language learning, such as motivation, personality, learningability, intelligence and learning methods, motivation is regarded as one of the key factors that attractthe attention of psychologists and educators at home and abroad.The survey of learning motivation is complex and manifold, and it is the comprehensive study ofpsychology, sociology and linguistics. The factors affecting learning motivation are also many-sided.Different individuals have various learning motivations, and even the same learner have differentmotivations in different periods and environments.Besides, learning motivation as a non-intellectual factor is unstable compared to someintellectual factors, so it needs more concern of scholars and teachers. If the causes and factorsaffecting English learning motivation can be obtained, some effective teaching measures can be takento stimulate students’ English learning motivation and promote the continuous improvement of thequality of English teaching in college. Educators can also find out the methods and strategies forstrengthening students’ learning motivation, the psychological process for language learning, socialfactors and individual differences through the study.Dornyei (1998) thinks that motivation can provide the primary impetus to stimulate and sustainthe long learning process. The research on English learning motivation can provide more practical andtheoretical contribution and help language scholars have a better understanding of students’ learningmotivation.

 

1.3 Structure of the thesis
The thesis is organized as follows. Chapter One covers introduction of the research. The authordescribes the relationship between motivation and learning and points out the survey of Englishlearning motivation is of great significance in university education.Literature review is provided in Chapter Two. Some different motivation theories in psychologyand foreign language learning at home and abroad are listed and discussed, especially some influentialforeign learning motivation theories, such as integrative and instrumental motivation, intrinsic andextrinsic motivation, surface and deep motivation and other relevant motivation theories put forwardby Chinese scholars.Chapter Three focuses on the research methodology. It is concerned with the investigation ofEnglish learning motivation of three-year Medical students majoring in nursing and clinical medicinein Fenyang College of Shanxi Medical University. The questionnaire is designed according tointrinsic and extrinsic motivation and conducted at the beginning of the first year and the second yearin the college. Besides, interview is also carried out as the supplement for the questionnaire.Chapter Four dwells on data analysis and result discussion. The data is analyzed from threeaspects: 1) Motivation changes between the first and the second questionnaire. The purpose is toinvestigate the changes between intrinsic motivation and extrinsic motivation. 2) Motivationdifferences between nursing students and clinical medicine students. 3) Motivation differencesbetween high score group and low score group. Finally, the deep reasons resulting in the changes anddifferences of the mentioned above a本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。