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摘要：The study primarily aims at identifying the following problems: features of Englishlearning motivation among art students, strategies inclination that they hold when learningEnglish, underlying relationship between motivation, strategies and language achievement,potential factors that affect learning achievement, approaches to improve learnermotivation and their effects.

derstanding, the difference between motive andmotivation lies in two aspects: first, in dictionary motive refers to “the inner drive, impulse,intention, etc. that causes a person to do something or act in a certain way; incentive goal”;while motivation means what cause people to do something. Second, motive is more oftenseen in psychological studies, while in language education motivation is moreoverwhelming.However, motivation is somewhat a vague conception in L2 learning research, asthere are so many descriptions about why people intend to do certain behaviors. D rnyeihas even counted as many as 15 aspects from which it can be specified and at last gave adefinition that synthesized static and dynamic conception of motivation: “a processwhereby a certain amount of instigation force arises, initiates action, and persists as long asno other force comes into play to weaken it and thereby terminate action, or until theplanned outcome has been reached.”. (D rnyei, 1998)
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2.2 Language learning strategy
Language learning strategies research began in the 1970s by Joan Rubin. Hesuggested the construction of a “good language learner” model by examining specificstrategies used by successful L2 students (Rubin, 1975).Later researchers started todescribe characteristics and techniques of successful second language learners. Forinstance, O’Malley et al. (1985) found that 1) among various learning strategies languagelearners typically used more familiar strategies and applied them to discrete point ratherthan integrative tasks; 2) strategy training can be effective for integrative language tasks. A survey in 2004 with 19 experts on how to define learning strategies designed byAndrew Cohen got no consensus, too. But at least he proposed two suggestions: from apsychological perspective, learning strategy is "a specific plan, action behavior, step, ortechnique that individual learners use, with some degree of consciousness, to improve theirprogress in developing skills in [a second language]". But from the socioculturalperspective it is "a learner's socially mediated plan of action to meet a goal, which isrelated directly or indirectly to L2 learning." (Cohen, 2007).With an eye on both theoreticaldimensions, the author holds that this statement better demonstrated nature of learningstrategy.
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CHAPTER THREE METHODOLOGIES .........16
3.1 Survey Study...... 16
3.1.1 Research questions ........ 16
3.1.2 Participants ........ 16
3.1.3 Instruments ........ 17
3.1.4 Data collection and processing ........ 19
3.2 Teaching Experiment ..... 20
3.2.1 Research questions ........ 20
3.2.2 Experiment design ......... 21
3.2.3 Participants ........ 28
3.2.4 Data collection and processing ........ 29
CHAPTER FOUR RESULT ANALYSIS ......30
4.1 Survey study ...... 30
4.1.1 Categorization in motivation ...... 30
4.1.2 Frequency distribution and descriptive statistics ...... 31
4.1.3 Correlation Study...... 32
4.1.4 Group Differences .... 35
4.1.5 Regression study....... 38
4.2. Experiment study.... 39
4.2.1 Motivation development....... 39
4.2.2 Teaching effects study .... 41
CHAPTER FIVE CONCLUSION ........43
5.1 Major findings ......... 43
5.2 Implications ....... 44
5.3 Limitations......... 44
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