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ibution of motivation to L2 learning is self-evident and does not worth studying(Qin, 2002). Consequently, L2 motivation research has not received enough attention.Only after the beginning of the 21st century, motivation research gained increasingattention among many Chinese researchers. There seems to be a growing realizationthat the latent and modifiable factor is too important to be ignored. The researchesabout the relationship between motivation and L2 are not rare (Dai, 1994; Hua, 1998；Liu, 2002； Wang, 1997).

1.2 Statement of Problem
In order to offer students more choice and development opportunities, speed upthe training of talents and adapt to the demands of the society, quite a fewundergraduate universities in our country has offered the second major, encouragingstudents to promote their capacity. In this context, English as second major emergesto supply students more English learning opportunities and to help their Englishproficiency development. Furthermore, the number of the ESMS who take English astheir second major is increasing year by year.At present, the English as Second Major Students (ESMS) occupy a large Firstly, the author explores the main types of the ESMS and the proportion of allmotivation kinds. Although the instrumental motivation in Chinese context takesdominant place in the type of motivation of English learning, no one is sure whethercurrent situation has changed or not and if it is the same in the ESMS' learningcontext.Secondly, the author investigates the correlation between motivation and minors'English achievement. It is well known that different students have differentmotivation because of their individual difference. This aim of this part is to find outwhether there is direct correlation between motivation and learner's Englishachievement.

Chapter Two Literature Review

2.1 Concept of Motivation
Motivation is considered as one of the most important factors in the filed of SLL(Second Language Learning). Up to now, a lot of theories on definition andclassification of motivation has been proposed by experts at home and abroad.However, there hasn't been a consensus as to the exact definition and classification ofmotivation.

2.1.1 Definition of Motivation
In psychology, Keller (1983) once defines motivation as the choices people makeas to what experiences or goals they will approach or avoid and the degree of effortthey will exert in that respect. This definition gives readers an initial idea about whatmotivation is. Gardner (1985) claims that "motivation is the combination of effortplus desire to achieve the goal of learning the language plus favorable attitudestowards learning the language" (p.34). His definition includes three components.They are respectively the effort expended to achieve a goal, a desire to learn thelanguage and the satisfaction with the task of learning the language. Gardner proposesthat all these three components are necessary to properly describe motivation inlanguage learning. Any single one of them cannot reflect true motivation, so theymust co-exist with each other. Gardner's definition of motivation in SLA is quotedfrequently and under revision with the time passing.

Chapter Three Research Design........ 35-39
    3.1 Research Questions ........35
    3.2 Subjects........ 35-36
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