【正文】 ative motivation (5 questions), instrumental motivation (12 questions), motivational intensity (8 questions), and attribution (10 questions). Each one of the 35 items has five choices: 1=I strongly disagree。 5=I strongly agree. All subjects responded to the Chinese version of the questionnaire. A sample questionnaire is provided in appendix. ProceduresThe questionnaire was administered to 120 students during the sixth week of the second term of the academic year 20072008. It took place during regular class hour. Each class teacher reserved fifteen minutes of the class time for the author to administer the questionnaire. Before the students answered these items, detailed instructions were given by the author on how to respond to the questionnaire so that the students knew clearly what they were expected to do. Of the 120 worksheets 94 were valid.4. Analysis of the surveyTo measure the result of every specific statement about different aspects of students’ English learning motivation, the author counted up the votes and calculated the percentage of each item. For the convenience of calculation, the votes for choice 1 “I strongly disagree” and choice 2 “I disagree” were merged to show the negative response, and the votes for the choice 4 “I agree” and choice 5 “I strongly agree” were merged to show the affirmative response. Comparing the percentage of each statement, the most important factors influence students’ motivation can be concluded and solutions for how to stimulate students’ motivation can be suggested. Findings from the questionnaireTable41 Statistics for Integrative MotivationItems T1 T2 T3 T4T5Affirmative votes 3630233876Percentage 38%32%24%40%81%The results of item 12 shows only 32% of the students really like learning English and only 24% are interested in the cultures of Englishspeaking countries. The first three items show that not many students have interest in English and its culture. Students’ English learning motivation is hinder by lower interest for interest has contact with inherent motivation of foreign language learning closely. Item 5 “I hope I can speak English fluently” gets the most votes of these items, that is to say, students have strong wishes to learn English well no matter whether they good at English or not. Generally speaking, a few of them have strong integrative motivation.Table42 Statistics for Instrumental MotivationItemsT6T7T8T9T10T11T12T13T14T15T16T17Affirmative votes345071394353282536215762Percentage36%53%76%41%46%56%30%27%38%22%61%66%The findings of the present study show that most students learn English for instrumental motivation. From the table 42, the results of item 710 indicate that 53% students learn for further education, 76% learn for good jobs, 41% learn for the English Tests for Senior School Entrance and 46% learn to pass the graduate examination. Item 16 and 17 get the most votes because it is connected with the current situation of China. In China, though parents work hard all the year, they can’t provide good conditions for family with such poor ines. However, they believe that their children can master a foreign language will be of a great help, so they concern their children’s English study, hope that their children can learn English well and will have better life in the future. Children also want to do a good job in English to satisfy their parents. According to the total average mark of these 12 questions, it shows that students are all aware of the importance of learning English. However, most of them have strong instrumental motivation, integrative factors and intrinsic factors seem to have fewer effects on students’ learning motivation.Table43 Statistics for Motivational IntensityItemsT18T19T20T21T22T23T24T25Affirmative votes6417822556563331Percentage68%18%85%27%60%60%35%32%The results of the responses indicate that students (85%) can finish their homework on time, more than half of them (68%) want to learn English better and will keep learning in the future (60%), but only 35% of them like English and fell satisfy by English. Item 19 “I always initiatively answer the questions in English class” gets the least votes, it indicate that many students are unwilling to answer teacher’s questions voluntarily in class. The figures of items 21, 23, 24 show that students are unwilling to learn English and lacking in selfconscious intention. According to the above results, the overall motivation intensity of rural areas students is weak.Table44 Statistics for Attribution to Success or FailureSuccess (item 2630)Failure (item 3135)Affirmative votesPercentageAffirmative votesPercentageEffort6064%5457%Ability4649%3032%Luck2324%1415%Paper3335%2426%Teacher4649%1118%The above figures reflect that most students attribute success to effort, followed by learning ability, good teacher, paper and luck, almost the same with the dominant cause of failure. More than half of students can adopt a correct attitude towards success and failure in learning and pay attention to the value of efforts. As discussed in part two, attribute success to controllable factors such as effort is helpful. This kind of attribution style will increase the students’ selfefficacy, and help them to take control of their English learning. However, 36% of the students attribute success to outside uncontrollable factors (luck, the paper, and teacher). This kind of attribution will influence students’ selfconfidence, learning enthusiasm and motivation. As the results show that, 43% of the students attribute failure to outside uncontrollable factors (inability, task difficulty, teacher and luck). The author believes that why the students attribute failure to uncontrollable factors is mainly due to lac