been designed in order to search for answers to the questions。 In addition, research procedures will also be given in this paper。文献综述

3。1 Subjects

The subjects of this study made up of 42 male students and 54 female students whose average age is 16。8 years old at Yucheng NO。1 high school。 These 96 students are chosen at random from four classes in Grade Two in this high school。

3。2 Instruments

The instrument in this study is the questionnaire which made up of two parts (you can find it in appendix)。 The first part mainly includes personal information, such as the names and classes of participants。 And the types of English learning motivation are in the other part of the questionnaire。 Statements in this section are mainly adapted from the published motivation scales of language learning, such as “the Attitude/Motivation Test Battery” (Gardner 10)。 However, these scales do not include statements relevant to learning motivation of Chinese students, so some newly designed questions are added。 For example, the participants are asked to rate each item on a five-point Likert Scale: 1 = never or almost never true of me; 2 = generally not true of me; 3 = somewhat true of me; 4 = generally true of me and 5=always or almost always true of me。 The higher score the respondent gets in integrative or instrumental motivation scale, the more integrative or instrumentally motivated the respondent is。

On the purpose of finding out students’ language study whether is rooted in integrative motivation or instrumental motivation fourteen items are designed。 Students’ integrative motivation is revealed in item2, 3, 5, 7, 13, 14。 What’s more, all the items in this part have the significant characteristics of internal appreciation of culture in another foreign country and pleasure of learning the language。 Students’ instrumental motivation is showed in items 1, 4, 6, 8, 9, 10, 11, 12 , which indicate learning a foreign language is a means for most of the students to achieve their goals。 

3。3 Procedures

During the regular class sessions in March, the questionnaire was finished。 The process is that students were requested to give their instantly reaction to questions as accurate as possible under the observation of their English teachers and students were 来:自[优.尔]论,文-网www.chuibin.com +QQ752018766-

gave no more than five minutes during the process of finishing the questionnaire。 The purpose, structure and content of the questionnaire as well as how it should be filled out were explained to the students。 Besides, the researchers also told the participants to be honest in their answers and emphasized that there were no predetermined expectations to them。 Apart from this, the researchers stated that no answer would be better than the respondents’ true intention so that student can write their answer following their hearts。 When students were completing the questionnaire, they were not allowed to speak with each other。 The researchers gathered all the paper and carefully checked them one by one to avoid any missing response or it would influence the effectiveness of the questionnaire after the students finished them。