本文是一篇英语语言学论文，本文依托动态系统理论，运用半结构式访谈，学期末动机变化曲线图以及受访者自我反馈日记对来自天津理工大学的四名非英语专业大一学生进行了为期一学年的跟踪式研究。
Chapter One Introduction
1.1 Background
Since China is entry into the WTO, the degree of opening to the outside world has also deepened and the international communication has also been further expanded, which will integrate into globalization in politics, economy, trade, education, technology, culture and so on and it has been transformed from "Native Country" to "international country". It means that people will have more opportunities to conduct international communication and cooperation in English, which will motivate people to learn English. Meanwhile, it requires all kinds of learners to possess English knowledge, structure and ability. We face the great change of social environment, and it is urgent to improve students’ ability of learning foreign languages. The Ministry of Education has made instructive comments on College English teaching and put forward clear ideas and methods for the reform of College English teaching. Although college English learners have made great progress since the educational reform, the practical effects of College English learning are still not evident, which restricts the overall quality and efficiency of College English learning.
Since the end of the 1950s, Gardner and Lambert (1959) have accomplished some achievements related to learning motivation, and the study of L2 learning motivation has gradually emerged and further developed. Because motivation is important in second language acquisition process, its complex structural characteristics and factors influencing the second language learning process have become a hot topic both at home and abroad in the past few decades. With the focus of the foreign language research shifting, more and more researchers have been paying attention to the language learners and the main influencing factors of learners’ learning motivation, such as language aptitude, interesting, self-esteem, individual character, intelligence, learning performance and so on. With the constant development of the learning motivation theories, many researches have been carried out.
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1.2 Purpose of the Research
As we all know, English learning in China is becoming more and more important to the college students, and learning foreign languages well is closely related to work and life in the future, and more and more students are also aware of this point. However, there are still many problems in college students’ foreign language learning, for example, students don’t master the suitable strategies and lose their interest and enthusiasm for English learning. The prevalence of college students’ interest in learning has declined, and the lack of motivation has not been fundamentally improved. In fact, in language teaching, learners’ interest in learning and motivation of learning will directly affect their learning behavior, learning effectiveness and learner autonomy. Therefore, the neglect of learner motivation in College English teaching is one of the important factors that leads to the unsatisfactory effect of College English Teaching in China. Motivation is one of the most important affective factors.The purpose of this study is to explore the attractors in the L2 learning motivation, namely, which factors have the strongest impact on L2 learning motivation, and how do these attractors change? Finally, teachers and learners
