英语学习动机对英语学习焦虑的影响研究——以海南高职生为例的中期报告.docx

英语学习动机对英语学习焦虑的影响研究——以海南高职生为例的中期报告 Introduction English is considered a global language and a crucial tool for communication in different fields of work and study. Therefore, learning English has become an essential aspect of education in most countries, including China. However, the level of English proficiency among Chinese students has been criticized as low compared to other countries. One of the factors affecting English learning in China is students anxiety, which has been identified as a significant problem in English language learning. The current study aims to investigate the relationship between students motivation for learning English and their English learning anxiety. Specifically, we focus on students in higher vocational education institutions in Hainan Province, China. Literature Review Previous research has shown that motivation is a crucial factor affect English language learning. Gardner (1985) proposed the Social Cognitive Theory of Language Learning, which suggests that motivation is categorized as integrative and instrumental. Integrative motivation refers to the desire to learn a second language for personal reasons, such as a desire to learn about a different culture or make friends with people from other countries. On the other hand, instrumental motivation refers to the desire to learn a language for practical reasons, such as to get a job or pass an exam. The relationship between motivation and anxiety in English language learning has been investigated in previous studies. Research conducted by Cheng and D?rnyei (2007) found that students who have a high level of intrinsic motivation experience less language learning anxiety than those who have lower levels of intrinsic motivation. In the same vein, Wang, Liu, and Wang (2013) found that students with a high level of integrative motivation experience less English language anxiety. Methodology Participants The current study will involve 200 students from two higher vocational education instit