非英語專業(yè)大學(xué)生英語學(xué)習(xí)動(dòng)機(jī)與英語成績的相關(guān)性研究的開題報(bào)告

非英語專業(yè)大學(xué)生英語學(xué)習(xí)動(dòng)機(jī)與英語成績的相關(guān)性研究的開題報(bào)告AbstractLearningaforeignlanguage,particularlyEnglish,hasbecomesignificantfornon-Englishmajors.ThepurposeofthisstudyistoexaminetherelationshipbetweenmotivationalvariablesandtheiracademicperformanceinEnglishamongnon-Englishmajors.Thestudyemploysaquantitativeapproachwithsurveyresearchdesigntocollectdatafromasampleofnon-EnglishmajorsinaChineseuniversity.Theresearchinstrumentwillbeaquestionnairethatassessesparticipants’motivationsforlearningEnglish,includingintrinsicandextrinsicmotivations,attitudestowardsEnglishlearning,andperceivedlearningoutcomes.Thedatacollectedwillbeanalyzedusingstatisticalanalysis,includingdescriptivestatisticsandcorrelationanalysis.Thefindingsofthisstudymaycontributetoanunderstandingofthefactorsthatimpactnon-Englishmajors’Englishproficiencyandinformlanguageteachingpractices.IntroductionTheimportanceofEnglishasaninternationallanguagehasgrownsubstantiallyintherecentpast,anditisnowessentialforindividualstoacquirealevelofproficiencyinEnglishforsuccessfulparticipationinacademic,professional,andpersonalspheresoflife.InChina,Englishisacompulsorysubjectforallstudentsregardlessoftheiracademicbackground,includingnon-Englishmajors.Althoughnon-EnglishmajorsarenotspecializedinEnglish,itisstillessentialforthemtolearnthelanguageforvariousreasons,suchastocommunicateglobally,pursuehighereducation,andinternationaljobprospects.However,non-Englishmajorsmayfacedifficultiesinlearningthelanguageduetovariousfactors,suchasinsufficientmotivation,inadequatetimeandresources,andalackofinterest.Therefore,understandingthemotivationalfactorsassociatedwithEnglishlearningandtheirpotentialinfluenceonacademicperformanceiscrucial.Thisstudyaimstoinvestigatetherelationshipbetweenmotivationalfactorsandtheacademicperformanceofnon-EnglishmajorsstudyingEnglish.Specifically,thestudywillexaminethefollowingresearchquestions:1.Whatarethemotivationalfactorsthatinfluencenon-Englishmajors’Englishlearning?2.Howdonon-Englishmajors’motivationalfactorsrelatetotheiracademicperformanceinEnglish?3.WhatimplicationsdothesefindingshaveforEnglishlanguageteachingpracticesfornon-Englishmajors?LiteratureReviewMotivationisacriticalaspectoflanguagelearning,anditisessentialtoinvestigatethefactorsthatmotivatestudentstolearnEnglish.Previousstudiesindicatethatmotivationalfactorscanbedividedintointrinsicandextrinsicmotivations.Intrinsicmotivationreferstotheinnatedesiretolearnanddevelopone'slanguageskillswithoutexternalrewards,whileextrinsicmotivationreferstothedesiretolearnEnglishforexternalrewardssuchasbetterjobprospects,highersalaries,ortomeetacademicrequirements(Deci&Ryan,1985).ResearchalsosuggeststhatattitudestowardsEnglishlearningareanessentialfactorthatcontributestomotivationalorientation.Positiveattitudestowardsthelanguageencouragestudentstolearnandimprovetheirlanguageproficiency(Gardner,2006).Additionally,perceivedlearningoutcomes,suchasself-efficacyandgoalorientation,arekeymotivationalfactorsthatinfluenceacademicperformance(Bandura,2001;Pintrich&Schunk,2002).MethodologyResearchDesignThisstudywilluseaquantitativesurveyresearchdesigntoinvestigatetherelationshipbetweenmotivationalvariablesandacademicperformanceinEnglishamongnon-EnglishmajorsinaChineseuniversity.SampleandDataCollectionThestudywilltargetasampleof200non-EnglishmajorstudentsfromaChineseuniversity.Theparticipantswillberecruitedusingtherandomsamplingtechnique.Datawillbecollectedusingastructuredquestionnaireconsistingofclosed-endedquestions.Thequestionnairewillbeadministeredonline,andtheparticipantswillbegiventwoweekstocompleteit.ResearchInstrumentTheresearchinstrumentwillbeaquestionnairethatcomprisesfoursections.Thefirstsectionwillcollectdemographicinformationabouttheparticipants.ThesecondsectionwillassessintrinsicandextrinsicmotivationsusingamodifiedversionoftheMotivatedStrategiesforLearningQuestionnaire(MSLQ)(Pintrich,Smith,Garcia,&McKeachie,1991).ThethirdsectionwillassessattitudestowardsEnglishlearningusingamodifiedversionoftheAttitude/MotivationTestBattery(AMTB)(Gardner,2006).ThefinalsectionwillassessperceivedlearningoutcomesusingamodifiedversionoftheSelf-efficacyandGoalOrientationScales(Pintrich&Schunk,2002).DataAnalysisThedatacollectedwillbeanalyzedusingstatisticalanalysis,includingdescriptivestatisticsandcorrelationanalysis.Descriptivestatisticswillbeusedtosummarizetheparticipants'demographicinformation,motivationalvariables,andacademicperformance.Correlationanalysiswillbeusedtoinvestigatetherelationshipbetweenmotivationalvariablesandacademicperformance.ExpectedOutcomesThefindingsofthisstudyareanticipatedtocontributetoanunderstandingofthefactorsthatimpactnon-Englishmajors'Englishproficiencyandinformlanguageteachingpractices.Further,thisstudy'sfindingswillshedlightonhowmotivationalvariablesinfluenceacademicperformance,whichcaninformeducatorsabouthowtoimprovetheirEnglishinstructionmethods.ConclusionThisstudyissignificantinprovidinginsightsintotherelationshipbetweenmotivationalfactorsandacademicperformanceinEnglishamongnon-Englishmajors.Thestudy'sfindingswillprovidevaluableinformationforEnglishteacherstodevelopeffectiveteachingstrategiestopromotetheirstudents'motivationandenhancetheirEnglishproficiency.Hence,thisstudyhasimplicationsforimprovingtheoverallqualityofEnglisheducationatthetertiarylevelinChina.References:Bandura,A.(2001).Socialcog