Motivation is
considered as a key feature in the success of language learning and has great
effect on the efficiency and productivity of English language teaching. And a
lot of considerable researches and investigations have been done on Chinese
college students’ motivation to learn English. Most researches like to value
instrumental aspects as the major type for college students’ learning English in
Chinese context while integrative motivation is often neglected. In this study,
300 college students are employed to further explore students’ instrumental
motivation and integrative motivation and the data analysis of the study somehow
shows difference from others, supporting that college students do have
expectation and strong integrative motivation toward English language
learning and recommendations are offered to the teachers to develop college
students’ integrative motivation in English language teaching, suggesting
focusing on cultural education in particular.
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