大学生英语学习动机调查
大学生英语学习动机衰退的调查研究
大学生英语学习动机衰退的调查研究
近年来，大学生英语学习动机的衰退成为了一个备受关注的问题。
许多大学生在学习英语的过程中逐渐失去了学习动力，英语学习成绩也逐渐下降。
为了深入了解大学生英语学习动机衰退的原因和解决办法，本文进行了一项调查研究。
本次调查研究采用问卷调查的方式，调查对象为全校各专业的大学生。
问卷共包括两个部分，第一部分是个人信息的填写，包括性别、年级、专业等；第二部分是关于英语学习动机的问题，包括动机来源、动机衰退原因和解决办法等。
经过调查分析，我们得出了以下结果：
大学生英语学习动机的主要来源包括学业需求、职业需求、兴趣爱好等。
学业需求是最主要的动机来源，占比达到了50%。
而职业需求和兴趣爱好分别占比30%和20%。
大学生英语学习动机衰退的主要原因包括厌倦感、学习困难、应试教育等。
厌倦感是最主要的原因，占比达到了60%。
而学习困难和应试教育分别占比20%和15%。
解决大学生英语学习动机衰退的有效办法包括改变学习方式、提供更多实践机会、增加趣味性等。
改变学习方式是最有效的解决办法，占比达到了45%。
而提供更多实践机会和增加趣味性分别占比30%和20%。
大学生英语学习动机的衰退主要由厌倦感、学习困难和应试教育等原因导致。
为了解决这个问题，我们应该改变学习方式，提供更多实践机会，并增加趣味性。
可以组织一些英语角和英语沙龙等活动，让学生在轻松愉快的氛围中学习英语。
教师也应该注重培养学生的兴趣，使他们产生学习英语的内在动机。
只有通过多种方式调动学生的学习动机，才能提高他们的学习兴趣和英语水平。
英语专业大学生学习动机研究
英语专业大学生学习动机研究1. 引言1.1 研究背景英语专业学生的学习动机一直是教育领域的重要研究课题。
在当前全球化背景下，英语作为国际交流的重要工具，对于英语专业学生来说具有重要意义。
不同的学生在学习英语的动机和表现上存在差异，这也影响着他们的学习效果和成就。
研究英语专业大学生的学习动机成为了学术界和教育实践中的关注重点。
英语专业学生的学习动机受多种因素影响，包括个人兴趣、学习目标、学习环境等。
了解这些因素对学生学习动机的影响，有助于提高英语专业学生的学习积极性和学习成绩。
研究学习动机的改变和变化趋势，可以为教育者提供指导，促进学生的全面发展和学习动力。
本研究将从学习动机的重要性入手，探讨英语专业大学生的学习动机因素，分析影响学习动机的因素，提出提高学习动机的方法，最后通过实证研究案例对研究做进一步的验证和探讨。
希望通过本研究能够为英语专业大学生的学习动机提供一定的启示和帮助，促进他们的学习动力和学习效果的提高。
1.2 研究意义The study of motivation among English major college students is of great significance. Understanding the factors thatdrive students to learn English can help educators and policymakers develop more effective teaching strategies and support systems. By identifying and addressing the unique motivations of English major students, educators can create a more engaging and enriching learning environment that promotes academic success and personal growth. Additionally, research on student motivation can provide valuable insights into the psychological and social factors that influence learning outcomes, helping to improve educational practices and policies. Ultimately, a better understanding of the motivations of English major college students can lead to more effective interventions and support mechanisms that foster a positive and productive learning experience for all students.2. 正文2.1 学习动机的重要性学习动机是指驱使个体去付出努力、保持学习行为、并追求学业成功的内部动力。
高职学生英语学习动机调查及培养措施
高职学生英语学习动机调查及培养措施在当今社会，英语已经成为一种全球通用语言，对于高职学生来说，具备良好的英语能力已经成为他们就业和发展的基本要求。
由于各种原因，包括学习环境、学习方法、学习动机等，很多高职学生并没有很好地掌握英语，甚至有些学生对英语学习失去了兴趣和动力。
本文将通过对高职学生英语学习动机进行调查，并提出相应的培养措施，以期帮助学生更好地掌握英语。
一、学生英语学习动机调查1. 调查对象本次调查的对象为某高职学院大一学生，共计500人。
2. 调查内容（1）英语学习动机的来源：调查学生的英语学习动机是否来自内在还是外在因素，内在因素包括个人兴趣、自我提高等，外在因素包括就业需求、考试需要等。
（2）英语学习动机的强度：调查学生对英语学习的积极性和动力程度，是否有强烈的渴望掌握英语。
（3）影响英语学习动机的因素：调查学生认为对自己英语学习动机影响最大的原因是什么，包括家庭环境、学校教学质量、个人兴趣等。
3. 调查结果（1）英语学习动机的来源：调查结果显示，70%的学生的英语学习动机来自外在因素，主要是为了将来找工作；30%的学生的英语学习动机来自内在因素，主要是出于兴趣和提高自身素质。
（2）英语学习动机的强度：45%的学生表示自己对英语学习的积极性和动力不足，只是应付考试和就业需求，没有强烈的渴望掌握英语；55%的学生表示自己有一定的兴趣和动力，愿意努力提高英语能力。
二、培养措施1. 建立积极的学习氛围学校应该营造一个积极向上的学习氛围，让学生感受到学习英语的乐趣，激发他们的学习兴趣和动力。
可以通过组织英语角、举办英语演讲比赛、开展英语读书会等活动，增强学生的英语学习动机。
2. 多样化的教学方法教师在教学过程中应该采用多样化的教学方法，如游戏化教学、实践教学、小组合作学习等，使学生感受到英语学习的乐趣，并提高学习的效果，从而增强学生的英语学习动机。
3. 鼓励学生参与课外活动学校和社团应该积极开展英语相关的社团活动，如英语角、英语演讲比赛、英语歌曲比赛等，鼓励学生积极参与，提高他们的英语水平和学习动机。
大学生英语口语学习动机调查与分析
大学生英语口语学习动机调查报告经济学系 10金统 108327105 王瑞东动机是影响英语口语学习的一个十分重要的因素。
动机研究的先驱者Gardner 和Lambert 把学习动机分为两大类，分别是融入性动机和工具性动机。
学习动机与口语学习成绩、态度和策略有着十分密切的联系。
而在英语口语学习中，工具型动机比融合型动机的作用更大。
在应试教育的影响下，我国大学英语口语学习一直是一个薄弱环节。
80%左右的学生学习英语多年既听不懂别人说英语，自己也无法用英语表达愿望，“哑巴英语”的现象十分普遍。
那么，怎样才能使学生摆脱“哑巴英语”的困境呢？在外语学习研究领域中，众多教育家们通过各种研究发现其原因是多样而复杂的，但其中动机却是影响英语口语学习成功与否诸要素中较重要的一个。
动机研究的先驱者Gardner 和Lambert 对外语学习动机进行系统的研究时，把学习动机归为两大类，即融入性动机(integrative motivation) 和工具性动机(instrument motivation)。
融入性动机是指学习者对目的语社团有真正的兴趣，希望能够使用目的语同目的语社团交流，渴望参与目的语社团的社会活动，甚至融入到目的语社团的文化之中。
工具性动机则是指学习者为了某一特殊的目的，如通过某种考试、找份好工作、获得某一职位、取得某种资格、获取目的语国家的某方面的信息等而去学习目的语。
融入性动机反映的是学习者对英语语言或文化有真正的、属于个人的兴趣；而工具性动机则更重视目的语的使用价值以及它的优势。
了解学生口语学习动机对英语老师来说及其重要。
本文作者对江苏师范大学2010级经济系部分学生进行了一次调查研究分析，拟探讨动机对英语口语学习的影响。
笔者试图对以下几个问题进行调查：1. 目前大学生英语口语学习的动机取向是什么？2. 动机对英语口语学习有何影响？3. 成功者与不成功者的英语口语学习动机有什么不同？ 本次调查以江苏师范大学2010级经济系151 名学生(其中男生64 人，女生87 人，年龄在18～21 岁之间，47%的同学已过大学英语四级)为调查对象。
关于大学生英语学习动机问卷调查
11英语是一种重要的世界通用语言。
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12英语是联系其它民族文化的纽带。
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13我对讲英语的国家，民族感兴趣。
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14想与讲英语国家的人作朋友。
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关于大学生英语学习动机问卷调查
你好！我们正在进行一项有关大学生英语学习动机的调查，主要是想了解现代大学生的英语学习动机情况，以促使英语教学工作的顺利进行和同学们英语学习成绩得提高。本问卷各项答案无所谓好坏对错，且问卷所的结果只作团体性的分析，不作个别呈现，且对外绝对保密，请您务必放心答题，谢谢您的合作。
29英语 中有许多值得吸取的精华。
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30英语特有的韵律和美感使我感兴趣。
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31我喜欢英语的结构和表达式。
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32 我对不同的民族文化感兴趣
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问卷到此结束，谢谢您的合作。
许昌学院 皓然
6学习 欧美先进科学技术的必要条件。
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7有助于增长知识。
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8英美两国文化在世界上占有举足轻重的地位。
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9英美两国是最令人神往的国家。
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10对英语国家的文化，历史背景感兴趣。
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大学生英语学习动机调查报告英语作文
大学生英语学习动机调查报告英语作文全文共5篇示例，供读者参考篇1Title: What Makes University Students Want to Learn English?A Survey ReportHi everyone! My name is Tommy and I'm going to tell you about a survey I did on why university students want to learn English. Learning English is really important, but it can also be really hard work. I wanted to find out what motivates older students to keep studying English.For my survey, I asked 100 students at Capital University some questions about their reasons for learning English. The students were from different years and studying all kinds of different subjects. I gave them a list of possible reasons and had them pick their top three motivations.The number one reason that university students want to learn English is for their future careers. A huge 85 out of the 100 students picked this as one of their top three reasons! Many of them dream of getting a great job after graduating, and know that being good at English will help them a lot. Some want towork for big international companies, while others plan to go abroad to find jobs.The second most popular reason was for travelling and exploring other countries and cultures. Almost two-thirds of the students, 65 of them, chose this motivation. English is like a universal language that lets you communicate almost anywhere in the world. The students are excited about the idea of using English to make new friends, see amazing sights, and experience different ways of life when they travel.Another big motivator is wanting to enjoy movies, music, books, and other entertainment from English-speaking countries. More than half of the students, 53 of them, picked this reason. They love being able to understand the words to their favorite songs and movies without needing subtitles or translations. Some are really into novels, video games, or other hobbies that come from places like the USA or UK.The next popular motivation was for education and research purposes. 42 students chose this as one of their top reasons. As you get to higher levels of study like university, a lot of the best textbooks, journals, and educational materials are written in English. Knowing English well gives students an advantage in accessing all that great knowledge and information.While those were the four most common motivations, there were some other interesting reasons too:25 students are motivated by enjoying English language media like TV shows, YouTube, movies, etc.19 want to understand English song lyrics and pop culture references that their friends use.15 said learning English is a refreshing challenge and way to exercise their brains.11 think English will help them understand technology and online communication better.8 have families or relatives that speak English that they want to communicate with.5 just find the English language fun, cool, or interesting!From this survey, we can see that university students have a wide variety of motivations for learning English. While some are very focused on the practical career benefits, many are also driven by a curiosity about different cultures and a desire to better understand and participate in the forms of entertainment and media that come from English-speaking places.No matter what their specific reasons are, I think it's great that so many university students are motivated to keep improving their English abilities. As someone who still struggles with English myself sometimes, I'm inspired by their hard work and commitment. Maybe I'll feel that same drive to master English when I get to university too! Let me know if you'd like me to do another survey on a different topic.篇2University Students' Motivation to Learn EnglishHi everyone! My name is Emma and I'm going to tell you all about a super cool project I did on why university kids want to learn English. It's a really important language and I wanted to find out what makes older students excited to study it.For my project, I talked to 100 university students from all different ages and majored. I asked them a bunch of questions like "Why do you learn English?", "Do you like it?", and "Is it hard or easy?". Their answers were so interesting!The number one reason university students said they learn English is for their future careers. Like over 60% said this! A lot of really good jobs these days need you to speak English to talk to people from other countries. Some students said they dream ofworking at big companies or traveling all around the world, so learning English is a must. It's the global language used everywhere.Another huge motivator was that English opens up so many opportunities. A bunch of students commented how English gives you access to more books, movies, websites, you name it. If you only know one language, you're really limited in what information and entertainment you can enjoy. But master English and the world becomes your oyster! You can make friends from other countries, learn about different cultures, and just expand your horizons.Curiosity about the English language itself was another driving factor. English has such an interesting mix of influences like Latin, French, German, and more. The grammar can seem weird but many find it fascinating to study. A few students were into linguistics and just loved analyzing how English works. They think it's a beautifully complex language.Of course, some students honestly admitted English is just flat out necessary these days. It's involved in so many school and career paths that you kind of have to learn it whether you love it or hate it. But interestingly, even those who find English really difficult still see the value in mastering it for pragmatic reasons.On the other hand, a small group of students said they genuinely enjoyed English and found it fun! These were often kids who got started learning it from a really young age or had lived abroad before. They appreciate things like fun English expressions, playing with homophones and puns, and creative English writing. For them it's almost like English is a game or art to explore.No matter what their specific motivations were, I could tell every single university student recognized how advantageous being bilingual in English is. It opens up a whole new world! Whether for career purposes, personal growth, or just fun, English is pretty much a must-have skill nowadays.I learned so much from all the students' different perspectives. Motivation is clearly a hugely important part of language learning success. If you find your personal driving forces and connect to what excites you about English, you'll be way more likely to stick with it. Just imagine all the amazing things becoming fluent could help you accomplish!Well, that's my report! Learning about everyone's motivations was super fascinating to me. I'm feeling pretty inspired to keep working hard on my own English skills. Who knows what awesome opportunities it could unlock for mesomeday? Maybe I'll even write my autobiography exclusively in English! But I'm getting ahead of myself...baby steps. Anyway, thanks for reading!篇3My Big Bro Goes to University and He Told Me About His Classmates Learning EnglishMy big brother goes to a university and he is so smart! Last week, he had to do a project for his English class about why university students work hard (or don't work hard) at learning English. He asked a bunch of his classmates questions and I got to help him put together his report. Here is what we found out!First of all, lots of the students said they study English because they want to get a good job later on. They know that being able to speak and write in English is super important for getting hired at big companies, both in our country and overseas. My brother's friend Kazumi said "If篇4Title: Why Do Big Kids Want to Learn English?Hi! My name is Tommy and I am in 5th grade. For my school project, I asked some university students about why they are learning English. Here is what I found out!First, I talked to Susan. She is 20 years old and studies Business at Capital University. Susan said the number one reason she is learning English is for her future job. She wants to work at an international company and needs to speak English really well.A lot of the big companies here have offices in other countries and use English to communicate. If she can speak English fluently, she will have a better chance of getting a good job when she graduates!Susan also told me that learning English helps her understand movies, music, and books from other countries. She said, "Learning another language opens up a whole new world of entertainment and culture that I never knew about before." For example, she recently started watching some American TV shows in English without subtitles to practice listening. Pretty cool!Next, I interviewed David who is 21 and studies Engineering. His reason for learning English is a little different. David's family is from China, but he was born here. He speaks Chinese at home with his parents and grandparents. However, at university all of his classes are in English. David said if he doesn't understand theEnglish textbooks and lectures very well, he will struggle in his classes. Good English skills are super important for him to succeed in his major.Another big reason David is motivated to improve his English is because he wants to make more friends from different backgrounds. He said, "When you can only speak one language, you miss out on getting to know so many interesting people." English allows him to communicate with classmates and people in the community who don't speak Chinese. Knowing multiple languages has really helped David expand his social circle.The last student I talked to was Michelle, age 19, who is studying to become an English teacher. Obviously, she has to master English reading, writing, speaking, and listening for her future career! Michelle's English is already very good since she went to an English-immersion elementary school. However, she still needs to continue practicing her English skills every day to become an expert teacher.Michelle said another key reason she is motivated to improve her English is because she loves reading novels, watching movies, and listening to music from English-speaking countries like the US and UK. "English is a beautiful language full of rich stories, art, and culture that I'm grateful to experience,"she told me. Michelle's passion for English comes from within –not just because of her career goals.Well, those were the three university students I interviewed about their English learning motivation. In summary, they want to learn English for their future jobs, to understand entertainment and culture, to communicate with more people, and for personal interest. Learning a language sure does open up a lot of opportunities!Even though I'm still a kid, I can see why it is so important and helpful to know English in addition to my native language. Who knows, maybe I will become an English teacher like Michelle someday! For now, I need to focus on doing my English homework so I can build a strong foundation. That's all for my report. Thanks for reading!篇5Title: Looking at Big Kids Learning EnglishHi everyone! My name is Timmy and I'm 8 years old. Today I want to tell you about a school project I did where I looked at why university students learn English. It was really interesting!First, I had to learn what "motivation" means. My teacher said it's the reason why people do things. So for learning English, their motivation is why they want to study it. Cool, right?For my project, I talked to 50 university students and asked them some questions. Here's what I found out:A Lot of Them Need English for Their JobsThe number one reason students said they were learning English? They need it for their future careers! Around 35 out of the 50 students I talked to said this.Some of them want to work for big companies that do business across the world. They have to talk to people from other countries, so they need English. Others want to be translators, teachers, or something that uses English a lot. A few even want to move to an English-speaking country for work someday! No matter what though, they all think speaking English will help them get a really good job.Traveling to New PlacesAnother popular reason for learning English was to travel around the world. 24 of the students said they want to be able to visit lots of different countries and talk to people there. English islike the world's common language that everyone understands at least a little bit.Some of the students have already been on trips to places like America, Canada, Australia, and Europe. They said knowing English made it much easier to get around and ask for help. Others just dream about going on adventures all over the globe some day. Either way, they're studying hard so they can communicate wherever they go!Understanding Movies, Music, and Books15 of the university students I asked also said they're big fans of American TV shows, movies, music, and books. Reading, listening, and watching things in English helps them improve their skills. But it's also just fun for them!A few students told me they have favorite English songs they can finally understand the lyrics to now. Others said they don't have to rely on subtitles as much when watching movies and shows. Some of them read books, magazines, or news websites in English too. It opens up a whole new world of entertainment.Making New FriendsThe last big reason I heard for learning English was to make friends from other countries. 12 of the students said this wasimportant to them. English helps them communicate with people online and stay connected.A couple students are even dating or married to someone who doesn't speak their native language. They have to use English to understand each other! Others just think it's cool to have friends all over the world that they can easily chat with.Some Other Small ReasonsThere were a handful of other motivations that only a few students mentioned too:3 students want to understand English music lyrics2 are big fans of English books and want to read them in the original language2 more just think learning new languages is fun and challenging in a good way1 student's parents are making them learn EnglishOverall ThoughtsWell, those were the main reasons university students are studying English from what I found. The most popular ones were for getting a good career, being able to travel, enjoying entertainment, and making friends. Pretty interesting, huh?In my opinion, English does seem really useful and important, especially for jobs these days. I can understand why the students are all working so hard on it. Who knows, maybe I'll be studying it just as much when I'm their age too! Knowing multiple languages opens up tons of opportunities.Thanks for reading about my little survey. Learning sure is fun when you get to explore interesting topics like this. Let me know if you have any other questions!。
关于当代大学生英语学习动机调查报告
对于今世大学生英语学习动机检查报告一、问题提出：尽人皆知，在今世大学生中，一部分学生在英语学习中能形成自己的学习目的，努力学习并有收效；但同时不行忽视的现状是，也有相当一部分学生英语学习踊跃性不高，在学习上追求六十分万岁，直接的原由就是对于英语学习动机的不明确以及学习兴趣的缺失。
为此，我们小组特利用课余时间以问卷检查的方式，经过对学生的英语学习动机检查数据剖析，认识今世大学生对英语学习的态度与兴趣，以便使广大英语教师更好地达成教课任务，使大学生真实地学会英语和使用英语，详细检查内容及结果报告以下：二、研究方法与程序：1、编制问卷（见附录）2、发放问卷：发放问卷数： 50回收问卷数： 50回收率： 100%三、检查概略：1、检查目的：认识今世大学生对英语学习的态度与兴趣 ,,以便使英语老师们更好地达成教课任务 ,使我们更好地学会英语和使用英语。
2、检核对象及方式：针对不一样专业的大学生，采纳问卷检查形式，进行随机抽样检查。
3、检查主要内容：在此次检查中，经过对被检查者检查以下五个方面的问题：（1）你对英语学习的态度是？（2）平常英语学习中，在听闻读写译五大技术方面，你最着重哪一个？（3）你以为哪个技术更重要？（4）每日花多少时间学英语？（5）此后准备往哪个技术方向发展？四、检查结果与剖析：1、英语学习的态度：经过检查发现，绝大多半的大学生对与英语学习都体现出达成任务的状态。
不论是专业仍是非专业生，常常就是为了对付各样英语考试而特别被动的去学习英语，一般都会进行简单的单词记忆和题海练习，这样的学习成效常常是差强者意的，既而致使对于英语学习产生放弃甚至是憎恶心理。
在随机检查的 50 位同学中，只有 22%位同学体现出乐观心态，着重说与读，因为他们感觉学习语言重假如语感，语言原来就在于交流交流之用，能说出来就行，又只用经过读来培育语感就行，所以他们感觉英语学习还算轻松，空暇时间常常会听听英语歌，下电影时也会偏向于下音质好，有助于联系口语的,他们乐在此中。
大学生英语学习动机调查报告英语作文
大学生英语学习动机调查报告英语作文English:The motivation for university students to learn English is multifaceted. Firstly, many students recognize the importance of English as a global language that is essential for communication in various fields such as business, science, and technology. They understand that proficiency in English can enhance their competitiveness in the job market and open up opportunities for personal and professional growth. Additionally, some students are motivated by the desire to broaden their horizons and gain exposure to different cultures and perspectives through the study of English literature, films, and other media. Furthermore, the increasing emphasis on internationalization in higher education has also spurred students to improve their English language skills in order to participate in exchange programs, research collaborations, and other academic activities on a global scale. Overall, the motivation for university students to learn English stems from a combination of practical considerations, personal interests, and academic goals.中文翻译:大学生学习英语的动机是多方面的。
关于当代大学生英语学习动机调查报告
关于当代大学生英语学习动机调查报告一、问题提出：众所周知，在当代大学生中，一部分学生在英语学习中能形成自己的学习目的，努力学习并有成效；但同时不可忽视的现状是，也有相当一部分学生英语学习积极性不高，在学习上追求六十分万岁，直接的原因就是对于英语学习动机的不明确以及学习兴趣的缺失。
为此，我们小组特利用课余时间以问卷调查的方式，通过对学生的英语学习动机调查数据分析，了解当代大学生对英语学习的态度与兴趣，以便使广大英语教师更好地完成教学任务，使大学生真正地学会英语和使用英语，具体调查内容及结果报告如下：二、研究方法与程序：1、编制问卷（见附录）2、发放问卷：发放问卷数：50回收问卷数：50回收率：100%三、调查概况：1、调查目的：了解当代大学生对英语学习的态度与兴趣,,以便使英语老师们更好地完成教学任务,使我们更好地学会英语和使用英语。
2、调查对象及方式：针对不同专业的大学生，采取问卷调查形式，进行随机抽样调查。
3、调查主要内容：在此次调查中，通过对被调查者调查以下五个方面的问题：（1）你对英语学习的态度是？（2）平时英语学习中，在听说读写译五大技能方面，你最注重哪一个？（3）你认为哪个技能更重要？（4）每天花多少时间学英语？（5）今后准备往哪个技能方向发展？四、调查结果与分析：1、英语学习的态度：通过调查发现，绝大多数的大学生对与英语学习都呈现出完成任务的状态。
无论是专业还是非专业生，往往就是为了应付各种英语考试而非常被动的去学习英语，一般都会进行简单的单词记忆和题海练习，这样的学习效果往往是差强人意的，继而导致对于英语学习产生放弃甚至是厌恶心理。
在随机调查的50位同学中，只有22%位同学呈现出乐观心态，注重说与读，因为他们觉得学习语言重要是语感，语言本来就在于交流沟通之用，能说出来就行，又只用通过读来培养语感就行，所以他们觉得英语学习还算轻松，闲暇时间经常会听听英语歌，下电影时也会偏向于下音质好，有助于联系口语的,他们乐在其中。
大学生英语学习动机调查报告
大学生英语学习动机调查报告大学生英语学习动机调查报告引言：随着经济全球化的不断加深和信息交流的日益频繁，英语作为一门全球通用的语言，对大学生的英语学习需求日益增强。
本次调查旨在了解大学生英语学习的动机，并探索他们对英语学习的态度、目标以及所面临的挑战。
调查方法：本次调查采用了问卷调查的方式，共发放了500份问卷，回收了450份有效问卷。
问卷涵盖了大学生的个人信息、英语学习的动机、学习目标、学习方法和面临的困难等方面。
调查结果：1. 英语学习的动机：调查结果显示，大学生英语学习的主要动机为就业需求和个人兴趣。
其中，就业需求是最主要的动机，占比达到62%，个人兴趣占比为36%，其他动机（如出国留学、提升自我等）占比较低。
2. 学习目标：绝大多数大学生学习英语的目标是为了获得更好的就业机会和提升自身竞争力。
约85%的受访者认为英语对于他们未来的职业发展非常重要，希望通过掌握英语来拓宽职业发展的空间。
3. 学习态度：大部分受访者对英语学习持积极态度，约75%的学生表示对英语学习感兴趣，并愿意付出努力。
他们认为英语学习能够提高自己的综合素质，拓宽视野，而且英语是必不可少的工具，可以帮助他们更好地适应社会需求。
4. 学习方法：大多数学生通过多种渠道进行英语学习，包括课堂学习、自主学习、英语角、参加培训班等。
其中，课堂学习是主要的学习渠道，自主学习也占了很大比例。
由于大学英语教学中注重培养学生的听说读写能力，受访者普遍认为听说能力是他们英语学习的重点。
5. 面临的困难：调查结果显示，大学生英语学习面临的主要困难包括缺乏英语学习的兴趣和动力、应试教育模式的限制、英语学习的时间和环境限制以及缺乏学习方法的指导等。
此外，还有部分学生感觉英语学习难度较大，自身学习能力不足。
结论：通过本次调查可以得出结论，大学生英语学习的动机主要集中在就业需求和个人兴趣上。
他们希望通过掌握英语来提升自身竞争力和拓宽职业发展的空间。
多数学生对英语学习持积极态度，并通过多种渠道进行学习。
大学生英语学习动机调查报告英文作文
大学生英语学习动机调查报告英文作文English: As a researcher conducting a survey on the motivation of college students in learning English, I have found that the most common reasons for their motivation are career prospects, academic requirements, cultural interest, and personal development. Many students believe that having proficiency in English is essential for their future career opportunities, as it can open up more job possibilities and higher salaries. Additionally, some students are motivated to learn English because it is a required subject in their academic curriculum, and they understand the importance of performing well in their English courses. Furthermore, there are students who are interested in English-speaking cultures and want to expand their knowledge and understanding of different cultures. Lastly, some students see learning English as a way to improve their communication skills, critical thinking, and overall personal growth.中文翻译: 作为一名进行大学生英语学习动机调查的研究者，我发现学生们学习英语的动机主要包括职业前景、学术要求、文化兴趣和个人发展。
中国大学生英语学习动机定向调查研究 毕业论文
中国大学生英语学习动机定向调查研究论文摘要：摘要：为了判断大学生对工具型定向与融合型定向的倾向，本文利用Gardner的态度-动机测验量表(AMTB)对252名大学生进行了问卷调查。
研究显示这两种定向对大学生均有很强的激励作用，这与一些研究者所持的“外语情境中工具型定向是主导定向”的观念相反。
该研究将为更好地识别现存的动机挑战、更加现实地看待国内英语语言教学(ELT)状况提供新的认识；并对中国教师及关于这方面将来的研究提出建议。
关键词：英语学习；大学生英语学习；学习动机；融合型定向引言动机是影响外语学习成功与否的一个重要因素，它不仅能激发学习者的学习兴趣，而且能大大提高学习效率。
由于动机是个人情感因素中最具能动性的因素之一(秦晓晴，2007:6)，因此，研究二语学习动机有助于调动学习者学习积极性、提高课堂学习效率。
动机作为影响二语/外语学习成绩及成功的关键因素之一，它已经被教师和研究人员广泛接受。
因为学习不同社团的语言不仅能从正被讨论的言语社团学习者的社会倾向中被分离出来，所以二语/外语(L2)动机研究的原动力来自社会心理学。
Lambert(1963)提出了一种“社会心理学模式”，他在这种模式中强调了认知因素(如语言能力、智力)和情感因素(如态度、动机)。
他提出：一个人成功地掌握一种L2的程度将有赖于他的种族优越感倾向、他对其它社团的态度及他对语言学习的定向及动机。
Gardner(1985)作为该领域的另外一位先驱把L2定义为“个体因为有工作或学习语言的欲望以及在这种活动中能得到经验的满足而进行工作或努力学习语言的程度。
”更具体地说，动机被概念化为三种成分：激励强度、对学习语言的渴望和对学习语言行为的态度。
Gardner的动机理论不包括任何融合性和工具性要素。
虽然在Gardner的模式中的确存在融合型或者工具型二分法，但是这只处在定向层面(如：目标)，同样，这不是动机的核心部分；确切地说，无论是有一种较强的人际交往的(融合型)素质或者是实践性很强的(工具型)素质,两种动机定向仅仅作为有助于激励动机并指挥它朝着一组目标前进的激励因素。
【问卷模板】大学生英语学习动机与学习成绩关系调查
【问卷模板】大学生英语学习动机与学习成绩关系调查您好，现正在进行一项关于我们班大学英语学习动机与学习成绩关系的调查，想邀请您用几分钟时间帮忙填答这份问卷。
本问卷实行匿名制，所有数据只用于统计分析，请您放心填写。
题目选项无对错之分，请您按自己的实际情况填写。
谢谢您的帮助。
1. 您的性别是男女2. 您的特长项目为田径篮球游泳乒乓球网球足球排球3. 您是否参加过英语等级考试（大学英语四六级、托业、雅思、托福）是否4. 您的最好成绩是考试类型（四六级、雅思、托业、托福） ____________分数 ____________5. 您参加过几次大学英语四级考试无一次两次三次或以上6. 您参加过几次大学英语六级考试无一次两次三次或以上7. 以下题目为打分题，选择1分，代表我坚决不同意这个看法。
选择2分，代表我基本上不同意这个看法。
选择3分，表示我对这个无所谓。
选择4分，代表我基本上同意这个看法。
选择5分。
代表我坚决同意这看法。
1.学习英语让我觉得快乐★★★★★2.我要学习英语才能找到一份理想的工作★★★★★3.我学习英语因为考研或保研的需要★★★★★4.我将来要出国深造★★★★★5.我学习英语因为英语课是必修课，考试需要★★★★★6.我对说英语的国家的文化、娱乐、时事、体育感兴趣★★★★★7.我认为以后的工作不需要使用英语★★★★★8.我的父母、老师要求我学习英语★★★★★9.因为身边的同学都学习所以我也学★★★★★10.我希望能够结识外国的朋友★★★★★11.我喜欢说英语，听英语广播音乐，看英文书刊★★★★★12.学习英语对我个性发展有好处★★★★★13.我觉得学习英语会让我开拓眼界★★★★★14.我觉得学习英语是件浪费时间的事情★★★★★15.我不知道为什么要学习英语★★★★★16.如果学习英语时有所进步我会很高兴★★★★★。
大学生英语动机调查报告英语作文
大学生英语动机调查报告英语作文English: As a college student, motivation to learn English stems from several factors. Firstly, English plays a crucial role in our global society, where it serves as a common language for communication and business. This realization instills a desire to become proficient in English for future career opportunities and to interact effectively with individuals from different cultural backgrounds. Additionally, the exposure to English in various forms such as music, movies, and social media creates an interest and curiosity to delve deeper intothe language. Moreover, the academic environment in college emphasizes the importance of English proficiency for academic success, further motivating students to improve their language skills. Overall, the combination of practicality, cultural influence, and academic necessity fuels college students' motivation to learn English.Translated content: 作为大学生，学习英语的动机来源于几个因素。
大学生英语学习动机调查报告英文作文
大学生英语学习动机调查报告英文作文(中英文版)English Version:Title: A Survey Report on English Learning Motivation among College StudentsIntroduction:This survey report aims to investigate the motivation of college students in learning English.The study was conducted among a sample of 200 college students from various disciplines.The findings provide valuable insights into the factors that influence students" motivation to learn English and suggest potential strategies to enhance their language acquisition process.Methodology:The survey was conducted using a questionnaire consisting of both closed-ended and open-ended questions.Participants were selected randomly from different departments to ensure a diverse sample.The questionnaire focused on various aspects such as personal goals, external influences, learning environment, and self-evaluation of English proficiency.Findings:The analysis of the survey revealed the following key findings:1.Personal Goals: The majority of students expressed a desire toimprove their English proficiency to enhance their career prospects.They believed that being fluent in English would provide them with a competitive edge in the global job market.2.External Influences: Family and peer support were identified as significant factors contributing to students" motivation to learn English.Additionally, the influence of media and the internet played a crucial role in exposing students to English language content.3.Learning Environment: The survey indicated that a supportive and interactive learning environment positively affected students" motivation.Regular opportunities for language practice, such as group discussions and presentations, were found to be effective in enhancing engagement.4.Self-Evaluation: Students who perceived themselves as having a higher level of English proficiency were more motivated to continue learning.Regular self-assessment and feedback from instructors were found to be essential in maintaining motivation.Recommendations:Based on the findings, the following recommendations can be made to enhance English learning motivation among college students:1.Incorporate career-oriented goals into English language courses to emphasize the practical relevance of language learning.2.Encourage family and peer support by organizing languageexchange programs and group activities that involve both students and their social circles.3.Create a dynamic and interactive learning environment that fosters engagement and provides ample opportunities for language practice.4.Provide regular self-assessment tools and personalized feedback to help students track their progress and set realistic goals.Conclusion:This survey report highlights the importance of understanding the motivation of college students in learning English.By identifying the factors that influence motivation, educators can implement strategies to enhance students" language learning experience and facilitate their journey towards achieving English proficiency.中文版本：标题：大学生英语学习动机调查报告引言：本调查报告旨在研究大学生学习英语的动机。
关于大学生英语学习的调查报告（5篇）
关于大学生英语学习的调查报告（5篇）第一篇：关于大学生英语学习的调查报告关于大学生英语学习的调查报告一.调查背景：问卷调查发出问卷100份收回100份其中有效100份二.具体分析：此次调查的目的是为了了解大学生的英语学习现状以及当前高等学校英语教学效果与社会英语培训机构教学效果之比较，为高等学校英语教学体制改革提供现实依据和具体建议。
此次调查采取多阶抽样方法，即从沈阳的各类社会英语培训机构中随机抽取了其中的雷式外语四、六辅导班。
其中样本总量为100，共发出问卷100份，回收100份。
回收率为100%,随机抽取样本个体，其所反映的具体情况具有很强的代表性。
此次对大学生英语学习的调查结果显示：绝大多数大学生对学习英语的兴趣不大，导致学习的态度和积极性欠佳；高等教育的英语教学质量与英语社会培训结构相比在学生认可程度上后者优与前者。
具体情况显示如下：1、认为学习英语是为了适应社会需求的学生占52%，以应付考试的占38%，而出于兴趣学习英语的仅占10%由上数据可以看出大多数学生英语并非出于兴趣或爱好，而是社会所趋，比如英语四级证书与学位证挂钩，以后走上社会求职英语四级证是一道门槛等等此类。
2、认为高教英语教学质量一般的同学占63%，认为良好的占7%，认为不好的占30%。
而相对应地，认为社会英语培训机构教学效果一般的占34%，认为良好的占54%，而不好的仅占12%。
由此可以看出学生对高教英语教学质量的认可度远远低于社会培训机构。
究其原因：大多数学生认为高等学校教师教学缺乏明确目的性和针对性，没有轻重之分，教学形式枯燥无味，教师自身水平不够理想，特别是年轻教师缺乏教学经验以及教学方法缺乏灵活性等等。
而对社会英语培训机构的看法却相反，认为其教学有针对性，有明确的目的性，教师较专业并经验丰富，教学水平一般较高。
3、从学生的学习精神状态来讲，认为在社会英语培训机构的学习精神状态更好的占58%，而认为在校内学习精神状态更好的仅占12%。
(打印)大学生英语学习动机问卷调查
大学生英语学习动机问卷调查亲爱的同学:您好!本问卷调查旨在了解大家的英语学习动机情况，以便能为更好地促进和改进英语教学提供一定的参考依据，切实提高大学英语学习效果。
本问卷所有问题的各项答案无所谓好坏对错，且采用无记名方式，而且结果只做研究分析，不会对大家的课程成绩产生任何的影响，大家无需顾虑，请根据您自己的实际情况和真实想法如实填写问卷，非常感谢您的支持和帮助!第一部分:个人信息您的性别：男女您的专业：理科文科您的出生地：农村城市高考英语成绩:英语四级成绩:第二部分问卷内容答题说明：请仔细阅读下面的每一个句子，有的说法可能与您的情况相符，也有可能不相符，请根据自己的实际情况，在题后的一个恰当的数字上打√，以代表您的同意程度，选择的数字越大，表示您越同意这种说法或观点。
1.我对英语一见钟情，说不出什么特别的原因 5 4 3 2 12.我学英语主要是因为我对英语国家的人以及他们的文化感兴趣 5 4 3 2 13.我对语言有特别的爱好 5 4 3 2 14.我对英语歌曲/电影的爱好使我对英语产生了很大的兴趣 5 4 3 2 15.我学英语是因为我喜欢这门语言本身 5 4 3 2 16.我学英语的很大劲头取决于是否喜欢英语老师 5 4 3 2 17.我学英语的很大劲头取决于英语课的质量 5 4 3 2 18.我学英语的很大劲头取决于所用的教材 5 4 3 2 19.我学英语的很大劲头取决于是否喜欢我的英语班 5 4 3 2 110.我学英语的很大劲头取决于我的学习成绩 5 4 3 2 111.上大学前学英语主要是为了升学考试 5 4 3 2 112.我学英语的一个主要目的是拿到学分获得毕业证书 5 4 3 2 113.我学英语的一个重要目的是通过全国英语四、六级考试 5 4 3 2 114.我学英语是为了出国寻找更好的受教育和工作机会 5 4 3 2 1 巧.我学英语是为了出国体验英语国家的文化 5 4 3 2 116.我学英语是为了考上研究生 5 4 3 2 117.学好英语，将来才能找份好工作 5 4 3 2 118.学好英语让我获得成就感 5 4 3 2 119.英语是人生道路上一块重要的敲门砖 5 4 3 2 120.学好英语，是教育程度和修养的象征 5 4 3 2 121.我学习英语是为了让世界了解中国 5 4 3 2 122.学好英语才能为中国的富强尽力 5 4 3 2 123.学好英语我才能不辜负父母的期望 5 4 3 2 124.我学习英语，是为了更好地学习其他专业 5 4 3 2 125.我学习英语，是为了更好地了解世界各国的经济、科技发展情况 5 4 3 2 126.英语课上我经常主动发言，踊跃参与老师组织的互动活动 5 4 3 2 127.课外我会保证每天有时间花在英语学习上 5 4 3 2 128.我会主动找出英语学习中的不足并加以改进 5 4 3 2 1。
中国大学生英语学习动机调查 — 会计1班
中国大学生英语学习动机调查—会计1班IntroductionThis questionnaire is part of a pragmatic study which aims to investigate Chinese university students’ motivation for learning English. It has been approved by the Shanwai University of Technology and is an essential part of the course of College English 4 (Writing).As this is not a test, there are no “right” or “wrong” answers. We are interested in your personal opinion and in your spontaneous reactions to the statement so please do not think too long about your answers. Please give your answers sincerely as only this will guarantee the success of the investigation. Thanks.All your responses will remain CONFIDENTIAL and will only be used for the purposes of the current study. You may withdraw from the study at any point in the research process.All the participants will be ANONYMOUS when filling out the questionnaires. The researcher/lecturer have no intention to identify who you are. Please feel comfortable to share your honest opinions.Should you have any questions about this survey please contact:SuLai,***************.ac.cy,lukaslaisu(WeChat)Many thanks for your participation. Your input values so much for us.简介作为一项语用学研究的一部分，本问卷旨在调查中国大学生的英语学习动机。
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大学生英语学习动机调查标准化管理部编码-[99968T-6889628-J68568-1689N]北京师范大学非英语专业本科生英语学习动机调查目录1. 前言......................................................... .. (1)2. 调查方法......................................................... (2)2．1 被试......................................................... .. (2)2．2 工具......................................................... .. (2)2．3 程序......................................................... .. (2)2．4 统计分析 ................................................... (2)3. 结果分析与讨论......................................................... (2)3．1分量表间的相关分析......................................................... .. (2)3．2北师大非英语专业本科生英语动机的结构特点 (3)3．3非英语专业本科生英语动机的性别差异比较 (4)3．4非英语专业本科生英语动机的成绩差异比较 (5)3．5小结......................................................... (6)4. 结论......................................................... .. (6)5. 教学建议......................................................... (7)附录......................................................... (8)参考文献......................................................... .. (10)1 前言学习动机是激发个体进行学习活动、维持已引起的学习活动，并致使个体的学习活动朝向一定的学习目标的一种内部启动机制①。
学习动机是制约学习成效的重要因素，它不仅激发并维持了学习行为，而且自始至终贯穿于学习活动的全过程，只要有学习活动，就必然有相应的动机。
英语学习动机在英语学习的过程中亦是如此：英语学习动机是在英语学习的过程中，学习者自身的内在要求与外部诱因相互作用而形成的，它会引发并维持英语学习的行为，并促使英语学习朝向其学习目标前进。
英语学习动机会影响英语学习成效，尽管它所发挥的作用是是间接的，但是，它却是影响英语学习成效的关键之一。
具体来说，英语学习动机对学习成效的影响是通过英语学习活动这一中介实现的。
英语学习动机会影响学习者对学习目标、学习计划和学习手段等因素的选择，这些因素共同构成了学习活动，进而产生了相应的学习成果。
英语学习动机在英语学习过程中至关重要，这是由语言的特定决定的。
语言是用来交流的工具，只有交流的双方共同参与才能形成，在进行语言教学的过程中也是如此，只有学生的积极参与，才能有效地达到交流的目的，实现语言的教学。
今天我们如此关注大学生的英语学习动机，其原因主要有以下两点：首先，随着中国加入世界贸易组织和成功申办2008年奥运会，英语在大学生学习生活中的地位日渐突显，大学生学习英语的热潮涌现，对大学生英语学习动机的关注与研究有助于提高大学生学习英语的成效；其次，许多大学的公共英语教师抱怨学生缺乏英语学习动机，学生们之所以学英语，只不过是为了应付校内外各种英语考试。
考试前，他们会拼命地学习，可是一旦考试结束，学生们又恢复原状。
大学生是否如公共英语教师所言，缺乏英语学习的动机。
对大学生英语学习动机的研究将有助于公共英语教学的展开。
笔者收集了国内外关于外语学习动机的调查研究资料，发现：在国外，早在20世纪50年代末，Gardner和Lambert就对外语学习动机进行开创性的系统研究。
Gardner和Lambert的研究强调语言学习的社会性，把第二语言习得动机分为融入型和工具型。
20世纪80年代后，外语学习动机进入了多元化时代。
随着认知心理学在语言习得研究中不断受到重视，心理学的自我决定理论被引入外语学习动机研究中。
Deci和Ryan(1985)把动机分为内在动机和外在动机。
90年代出现的外语学习动机理论模型主要有：Domyei(1994)的外语学习动机三层次说、Trembley & Gardner(1995)的扩展动机理论和Schumann的神经生物学模式。
国内关于外语学习动机的研究起步较晚，研究对象多局限于外语专业的学生。
直到20世纪90年代，研究才真正具有广度和深度，其中较有影响的有：法语专业学生学习动机调查分析(郑立华,1987)；外语学习中的认知与情感需要(王初明,1991)；大学生英语学习动机调查报告（石永珍，2000）；中国大学本科生英语学习动机类型（高一虹、赵媛、程英等，2003）。
这些研究者对外语学习动机及其相关因素作了不同程度的研究，丰富了国内关于外语学习动机的理论。
在分析以往国内外研究资料的基础上，笔者发现国内针对英语学习动机的调查研究中存在着两大问题：首先，国内大部分关于这方面的研究在研究对象上力求概括整体，一般只按教育水平来区分几个群体。
然而，同等教育水平中可能存在不同性质的群体，如师范类院校与非师范类院校，针对同等教育水平中不同性质群体进行的①林祟德主编，冯忠良等着. 教育心理学. 北京：人民教育出版社. 第246页研究还较少；其次，在过去的相关研究中，往往关注的是外语学习动机对外语学习成效的影响。
而反之，不同英语水平的学生外语学习动机的特点如何及相应的教学策略为何通过分层取样，对不同英语水平的学生所具有英语学习动机进行比较分析的研究还很少。
本研究将以北师大非英语专业本科生英语学习动机为研究对象，首先研究北师大非英语专业本科生英语学习动机的结构特点，在研究其结构特点的基础上，笔者分别选取性别和英语成绩为自变量，研究不同性别与不同英语水平的学生其英语学习动机的差异何在。
笔者期望在寻找到北师大非英语专业本科生英语学习动机特点的基础上，提出针对北师大及同类高等师范院校非英语专业本科生的教学建议，以期能提高此类院校公共英语教学的成效。
2 调查方法2．1 被试北京师范大学公共英语教学采取分层教学的方式进行，共分为24个教学层。
本问卷取样时，在北师大公共英语教学层的基础上，采取整群取样的方式，在前（1-8层）、中（9-16层）、后（17-24层）三级中随机各抽取2个班，总计6个班，每班随机抽取20名学生，共取北师大非英语专业本科生120人作为被试（在北京师范大学，非英语专业本科生仅在大一时必修英语，考虑到问卷中涉及的英语必修动机，仅取一年级作为被试）。
施测后，收到有效问卷112份（男生37份，女生75份），有效率为%。
2．2 工具此次调查采用问卷调查法，问卷选用台湾学者游玉华在《圣约翰技术学院改善师资案成果报告》中所制的问卷，她的问卷改编自彭怡宁翻译的Gardner 等人的学习动机量表。
量表包含四个分量表，分别为动机强度分量表（1~10题）、内部动机分量表（11~15题）、外部动机分量表（16~30题）和必修动机分量表（31~35）。
该量表为Likert五点量表，分别以1表非常不同意，2表不同意，3表一般，4表同意，5表非常同意。
此外，问卷还涉及了被试的相关背景信息，包括性别与英语成绩。
施测后，在对各个分量表的信度检验中，分量表一的Cronbach Alpha值为；分量表二的Cronbach Alpha值为；分量表三的Cronbach Alpha值为；分量表四的Cronbach Alpha值为。
在量表的整体信度检验中，Cronbach α= 0. 8084。
2．3 程序问卷采用统一指导语，于2006年4月3日至4月8日间在北京师范大学非英语专业的公共英语课上统一发放。
课上施测，当堂回收。
2．4 统计分析的工具问卷所得数据通过SPSS for Windows软件进行统计分析。
3 结果分析与讨论3．1 分量表间的相关分析为了确认内部动机、外部动机、必修动机以及动机强度之间的相互关系，以便获得北师大非英语专业本科生英语学习动机的整体结构特点，笔者运用SPSS软件，对这四个分量表进行了相关分析检验，得到下表数据：由表1可以看出，相关关系达到显着性的组合共有五对，如下：首先，内部动机与外部动机两个分量显着正相关。
动机的结构理论认为，虽然内部动机与外部动机虽然是两种不同的动机类型，却没有严格的划分，在一定情况下甚至可以相互转化。
内部动机与外部动机是并存的，二者密不可分的，因而体现出显着的正相关。
此处二者的正相关达到(**)，这表明，北师大非英语专业学生学习英语的内部动机和外部动机的联系紧密，学生们对英语的学习兴趣会积极影响他们对英语的价值判断，而相反，对英语的价值判断也会影响他们对英语的兴趣。
其次，内部动机与动机强度、外部动机与动机强度都达到显着正相关，并且内部动机与动机强度正相关的显着性高于外部动机与动机强度正相关的显着性。
这是因为内部动机源于学习兴趣和需要，具有内部学习动机的学生，学习往往更为主动，学习行为往往是自发的，且更持久，由内部动机产生的动机强度也更强；而外部动机源自于外部诱因，具有外部学习动机的学生学习往往是被动的，学习行为往往是被诱发的，比较不稳定，易受学习环境、教师的教学、学校的教学条件等相关因素的影响，由外部动机产生的动机强度也相应地较弱。
这两组正相关表明，北师大非英语专业学生英语学习动机的强度由内部动机和外部动机共同决定，且内部动机对动机强度的影响更大。
最后，必修动机与内部动机和动机强度的负相关都很显着，这是因为必修动机带来的是学习压力和学习负担。
学习压力和学习负担会降低学生的学习兴趣，破坏了学习积极性。
此处的显着负相关表明北师大非英语专业本科生的学生兴趣和学习积极性到受到英语课业压力的负面影响。
综上五对相关关系，北师大非英语专业学生的英语学习动机中，内部动机与外部动机联系紧密，并存于学习者的动机结构中，为学生带来源源不断的学习动力，而英语课的课业压力则打压了学生的学习积极性，起到相反的作用。