【Abstract】It is known to all that motivation is one of the most important elements in EFL learning.This study analyzes the type of English learning motivations and learning achievements within non-English majors students （Bilingual program in Highway School and Architecture） in Changan University， who has been considered English as the foreign language. This thesis intends to put forward certain strategies in promoting foreign language teaching.

【Key words】motivation； learning achievement； non-English major

1. Introduction

It is obvious that motivation is one of the most crucial factors in foreign language learning. Later， in 1988， Gardner and Lambert has introduced a new motivation model， namely： integrative motivation and instrumental motivation， in which the integrative motivation would exert more effort in foreign language learning， and thus achieve more in the learning process. Gardner states that “motivation as the combination of effort plus desire to achieve the goal of learning the language plus favorable attitude toward learning the language” （Gadner， 1985：10）

2. Results and Discussion

2.1 Learning Motivation Influences Learning Achievement

Questions 1 to 5 are aim to collect students basic understanding of English. Questions 6 to 10 aim to find students attitude toward English learning， namely that these questions are concerned with their motivation.

I have only picked two out of these five questions here for analyzing. Through the figures of table 1， no matter in bilingual program class or non-bilingual program class， it shows that students who get more 455 in CET-4 believe it is not the teacher play decisive role during the foreign language learning process. While the students who get lower than 455 holds the opposite view. In table 2， it reflects the preparation process for CET-4. Obviously， the students who get higher score in this exam are well-prepared for it， while the students who get lower score just treat the exam in a common way.

Generally speaking， the students who get higher achievement believe that it is themselves who can help them learning better. Namely， they have the desire to achieve established goals. As for those who get lower scores， theyd prefer hold the view that it is the teachers responsibility in improving their scores rather than themselves. Therefore， learning motivation indeed would affect learning achievement.

2.2 Students Adopt Different Types of Motivation in Bilingual Program Class and Non-bilingual Program Class

Question 11-18 are all concerned with the specific motivation types. Here， it will pick out question 11， 13， 16 and 18 as the analyzing samples. In these four questions， the previous two represent the instrumental motivation and the other two represent the integrative motivation.

As for question 16 and 18， there are distinctive differences between bilingual program class and non-bilingual program class. Students in bilingual program class think that learning English can help improve themselves and know more about the culture in target language country. While this have not been accepted in non-bilingual program class.

3. Conclusion

Through the questionnaire survey， it shows that highly motivated students can get actively involved in the learning process and achieve greater success. This just indicates that learning motivation and achievement have some relationship but it might not be the cause-and –effect problem. Whats more， the students who adopt integrative and instrumental motivation at the same time get higher scores.

References：

[1]Dornyei，Z.Teaching and Researching Motivation[M].Beijing：Foreign Language Teaching and Research Press，2005.

[2]Gardner R.C.，Lambert W.E.Attitudes and Motivation in Second Language[M].Rowley，MA：Newbury House，1972.

[3]高一虹，趙媛，程英，周燕.中國(guó)大學(xué)本科生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)類(lèi)型[J].國(guó)外外語(yǔ)教學(xué)，2000（4）.

[4]文秋芳.學(xué)習(xí)者學(xué)習(xí)動(dòng)機(jī)、觀念、策略的變化規(guī)律與特點(diǎn)[J].外語(yǔ)教學(xué)與研究，2001（2）.

作者簡(jiǎn)介：馮澤野（1992-），女，山西長(zhǎng)治人，長(zhǎng)安大學(xué)，研究方向?yàn)閼?yīng)用語(yǔ)言學(xué)。