【文章內(nèi)容簡介】 Learning”. Surely, the necessary modifications on the basis of the actual situation were made. The questionnaire consists of two parts. The first part is the subject’s personal information (secondary school, gender, major, grade and the level of English)。 the second part involves 30 questions, including the interest of English learning (Items 15), a total of 5。 the main purposes of English learning (Items 612), a total of 7。 the influencing factors of learning motivation (Items 13 30), a total of 18. All of these questions in this section are measured with three scales, “disagreement”, “uncertainty” and “consistent”. What is supposed to highlight here is that the questionnaire is filled in an anonymous manner, and subjects are asked to fill out the questionnaire truthfully. Hence it won’t trigger any trouble to the subjects. (Reference to the appendix)C. Data Collection and Analysis Above all, the investigators checked the number and validity of the collected questionnaires。 for instance, whether the corresponding option is omitted or not. After that, using puter to count the data was required. In order to ensure the accuracy of the data, a review is conducted.III. The Results and Discussion of the SurveyA. The Analysis of English Learning InterestTable 1 The Interest of English Learning %ItemsDisagreementUncertaintyConsistent1. I like English.2. I think learning English is very important.3. I am interested in English and its culture.4. I find English boring and dull.5. After I get credits, I won’t learn English. Table 1 demonstrates that % of nonEnglish majors do not like English。 only % of students are interested in English and its culture。 % of them think English is so boring and dull。 % of them no longer plan to continue to learn English after they get credits but % of them agree that learning English is very important. It can be seen, although most of nonEnglish majors know that learning English is quite necessary for them, more than 50% of the students are lack of interest in learning English. That’s to say, every secondary school has offered English courses, while most of the nonEnglish majors do not like learning English. What are the reasons of this phenomenon? Faced with this kind of situation, people should consider it twice. It is said that interest is the best teacher. According to the results, nonEnglish majors are lack of interest in English learning, which is bad for them to learn English well. Therefore, how to develop students’ interest in English learning is an urgent task for researchers, even for teachers.B. The Analysis of the Main Purposes of English Learning Table 2 The Main Purposes of English Learning %ItemsDisagreementUncertaintyConsistent6. To pass the final exam.7. To get the scholarship.8. To pass the CET4 and CET6.9. To prepare for the further study.10. To find a better job.11. To go abroad.12. To attain higher ine.As it can be seen from Table 2, the percentage of nonEnglish majors who learn English in order to pass the final examination, get the scholarship, pass CET4 and CET6, find a good job and attain higher ine is as high as % to %. Thus, most of the students’ motivation to learn English is the abovementioned “instrumental motivation”. Naturally, students with this learning motivation lack sustainable learning objectives, which is not conducive to improve their prehensive English literacy. From the result, it is obvious to infer that the majority of nonEnglish majors who learn English just regard it as a tool or means to achieve their goals and these goals are shortterm, which can not keep or maintain their motivation to study English.The objectives in the new National English Curriculum include 5 parts: language, language skill, learning strategies, affect and cultural understanding. Learning English is not just a tool to pursue a goal but a selfdevelopment process, which never es to an end. Instrumental motivation is not supposed to dominate the trend, and the teacher should cultivate students’ integrated motivation. The reason is that students should understand the true value and essence of learning English. That is, students should develop allround, not just stop learning English when they achieve their aims, which is not a wise decision for English learners. C. The Analysis of Influencing Factors of English Learning MotivationTable 3 The Influencing Factors of English Learning Motivation %Items ConsistentFactors13. Teaching materials will affect my interest.Teaching materials14. Teaching methods will affect my attitude.Teaching methods15. Classroom atmosphere will affect my motion.Classroom atmosphere16. I am anxious when I speak English.Selfanxiety17. I am nervous to answer teacher’s questions.Selfanxiety18. I feel scared to contact with others.Selfconfidence19. I think I have the ability to learn English.Selfconfidence20. Dropping scores won’t affect my mood.Selfconfidence21. I can finish the homework easily.Selfconfidence22. I feel I didn’t grasp too much knowledge.Learning expectation23. My achievements attributed to my effort.Selfattribution24. I can concentrate on the study of English.Selfcontrol25. I can learn English well consciously.Selfcontrol26. I ascribe a failure to learn English to its hardness.Selfattribution27. I have a timetable for English study after class.Learning time28. I study English every day at least for 2 hours.Learning time29. I give up English work that required much time.Learning time30. I strive to make progress in English learning.Learning expectation Table 3 shows: the factors that affect the English learning motivation are varied. More than % of the students believe that external factors such as teaching materials, te