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ingencies and now self-imposes pressures or rewards. He or she is often motivated to demonstrate their ability or avoid failure in order to regulate their feelings of self worth, and performs a task because of some internally governed system of rewards and punishments.
(3)Integrated regulation is the most self-determined of the extrinsic orientations.” Integrated regulation occurs when identified regulations are fully assimilated to the self, which means they have been evaluated and brought into congruence with one's other values and needs"(Ryan&Deci,2000:73). An example of this type of orientation is the student who considers herself to be a "universal person", capable of traveling freely across cultural boundaries and thus sees competence in one or more L2 as an inherent part of that self-concept. (Yuan Yichuan,2007:21-22)
 
     In China, the mastery of foreign language is regarded as a priority for getting a better job, position and even status. So English will be an instrument in students' attainment of such a goal.
     Many other factors have an impact on students' level of extrinsic motivation and most of these have to do with his or her attitude to the language. This in turn will be influenced by the attitude of those people around the student. What's more, the students must be taught to take some responsibility for their own learning. Teachers can create positive attitude to the language and its speakers and try to hold a supportive and encouraging comment on student's performance rather than critical and destructive.
     Both intrinsic and extrinsic motivations are important, inseparable and complementary to each other in English learning. Intrinsic motivation is the type of inner drive that pushes students forward and onward with continuous energy fueled by its own curiosity and interest. However, in the real world not all of the students are automatically energized to learn different topic, or to perform various task. Sometimes, a good grade, the threat of failing and praise move students from an inactive to an active state. The use of rewards as extrinsic motivators have sometimes been found to increase intrinsic motivation, especially when the rewards are contingent on the quality of the performance rather than simply on participation (Lepper ,1983:267).
 
     Ⅲ.The Features and Actuality of College Students' English Learning Motivation
     3.1 The Features of College Students' English Learning Motivation
     3.1.1 Synthetic Type
 This type of college students learn English from the main driving force of strong interest in English language and culture, mainly in order to improve their overall quality, and in order to adapt social development and the future work as well. These college students who have a strong learning perseverance can be able to achieve all-round development. They show active involvement in language learning. They appreciate teachers who are systematic, logical, and clear, but prefer to treat them as"informants" rather than to rely on them.
    3.1.2 Personal Perspective Type
 This type of college students just learn for personal future. They learn English so as to graduate or find a good job after graduation. These s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。