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br /> 3.4.1 A Pilot Study ........ 14
3.4.2 The Pre-Experimental Survey........  14
3.4.3 The Experimental Survey ........ 15
Chapter 4 Results and Findings........  17
4.1 Results from the Pre-Experimental Survey........  17
4.2 Results from the post-experimental survey........    25
4.3 Findings........  32
Chapter 5 Discussion........  34
5.1 Discussion ........ 34
5.2 Contributions........  35
5.3 Implications........   35
5.4 Limitations........  37

Chapter 5 Discussion

5.1 Discussion
Students are the subjects of teaching in the relation between teaching and learning. All ofthe fruitful teaching has close relationship with students' actively involvement. Motivation isone of the determining factors that could affect the students' involvement in English learningin higher vocational colleges. Based on the research, the findings are the followings.Most students don't show great interests in English. Interests are one of the importantfactors in learning. Among all the variables, learning interests affect motivation performancegreatly. Once the students feel interested in English learning, they will have a positive attitudetowards English learning and can't be easily affected by exotic pressure. And as a result, thesekinds of students would like to leam English actively.Most of the students have many negative learning experiences. Many non-English majorstudents in higher vocational colleges had the experiences of getting lower scores in Englishcourses. According to the reinforcement theory, if the learners can get strengthened inlearning, such as getting higher scores or get affirmed from parents and teachers, they will bemotivated further in learning. Those who haven't got strengthened in learning will not bemotivated.
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Conclusion

Learning motivation is considered to be one of the determining factors affecting Englishlearning. Many researchers discussing the influence of the motivation in learning and it isproved to be one of the important variables of improving course scores. So many researcheshave been carried out on theoretical and empirical aspects of English learning motivationabroad since 1950s, while few researches have been taken in China, especially for highervocational college students.Recently, with the development of society and vocational technology in China, vocationaland technical colleges have developed rapidly and higher vocational education has become avery import part in the higher education in China. Being an English teacher in DLVTC，andthrough many years' teaching experience, the author finds it is difficult to improve thestudents' English level, even the English scores. So many non-English major students inDLVTC show fewer interests in English learning. After reading lots of materials, the authorfinds the motivation is the key factor affecting improving English for students in DLVTC.And then the thesis is carried out aiming to find out the problems in English learningmotivation for higher vocational college students.
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Reference (omitted)

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