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Introduction

Research Background
It is usually the case that before entering colleges, students andteachers spend all time and energy on reading comprehension, listeningand writing skill for the needs of taking part in the College EntranceExamination. But after this, the vocational college students will loss theirconfidence and interest to leam English, because they may think there isno relation with their major, or the environment for practicing oral Englishis too limited for the class is too large (from 40 to 50 persons) to have opportunity. Even they regard that they are not able to speak English, andsuffer a strong sense of hopelessness similar to many learners (Domyei,1994; Oxford & Schearin, 1994，1996). There is no doubt that learners'motivation would be the greatest concern of EFL teachers (Nunan,1993).What's more, according to the requirement of Higher VocationalCollege English Syllabus, students should grasp the basic skills oflistening, speaking, writing and translation, which can let studentsexchange information in English and make simple daily communication.Regretfully, the vocational college students are far away from thisteaching goal. So improving oral English proficiency is both anopportunity and challenge for vocational college students and teachers.
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Reasons for Choosing This Subject
Though the term "motivation" is something mystic, it is one of themost important factors determining the L2 learning success. Asuccessful learner is usually highly motivated (Vandergrift, 2005).Learning motivation is not only the learners' important psychologicalfactor, but also the element affecting individual differences in SLA.On the other hand. Individual differences affecting SLA vary fromage, sex, attitude, language aptitude, learning environment, learningstrategies and motivation. So far, many researchers are engaged in one ormore factors abroad and at home (Bromley, 1995; Mcdonough, 1995; Williams & Burden, 1997; Domyei, 1998; Sally, 2003; Gao, 2003, etc.).The study has changed from "good teaching" to "efficient learning",which regards learners as the focus of second language teaching andlearning. Also, many studies on learners' individual differences areimplemented. Motivation has been regarded as one of the most key factorsthat result in individual differences in foreign language acquisition.The nature and function of motivation in second language learninghas got much investigation during the last four decades. Gardner andLambert (1985) first elaborated the function of attitude and motivation insecond language acquisition, in which they explored that motivation is auseful accelerator in second language acquisition and that students whoare more integratively motivated achieve more success in their learning.During the early 1990s, present foreign studies on language learningmotivation demonstrated that integrative motivation or IM may do betterfor successful foreign language learning than instrumental motivation orEM, although it is not absolutely. Comparing with the motivation types,motivation intensity should be taken more attention in the study. In China,research on English learners' motivation mainly follows Gardner's classicmodel (Gao, 2004; Qin&Wen, 2002; Shi, 2000; Wen & Wang, 1996).
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