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cent twenty years, some scholars have made investigations on the topic in the field of L2and foreign language learning (D rnyei, 2005:141). Looking back to the past research, amajority of them adopted a research method of either interview composition or questionnaire.Most of the subjects are high school students or non-English majors. The results showed thatdemotivation is a serious problem in EFL classroom, and the teacher is one of the maindemotivating factors that decrease the learners’ motivation.

1.2 The Objective of the Study
The study tries to achieve the following goals:Firstly to try to identify the demotivating factors: what are the demotivating factors thatdiscourage vocational college students in the process of their English learning?Secondly to explore gender differences in demotivating fctors.Finally to explore the difference between HP students and LP students in demotivatingfactors.The main interest of this study is to explore the demotivating factors that decrease themotivation of vocational college students. The first aim is to find out various demotivatingfactors. The second aim is to offer an insight into the difference of demotivating factorsbetween boys and girls. The third aim is to find whether the demotivating factors differ interms of their English proficiency. Based on the data analysis, some suggestions will be given to counter battle demotivation.

Chapter Two Literature Review

Motivation plays an important role in the process of second language acquisition. SinceLambert and Gardner (1959), there have been a variety of theories and studies onmotivational aspects of second language learning. And demotivation, which is regarded asfrequent phenomena happening in EFL classroom and also considered to be a direct factorthat leads to the failure in language learning, has aroused a great interest from domestic andforeign scholars. With the purpose of reducing and eliminating the detrimental influences ofdemotivation, it is necessary to know what demotivation is, and what motivational theories insecond language acquisition are involved. In order to present a general framework ofdemotivation, the chapter is made up the following sections: 1) the definition of motivation; 2)motivational theories related to SLA/FLL; 3) definitions of demotivation and amotivation; 4)previous research on demotivation at home and abroad

2.1 Definition of Motivation
Although motivation has been studied by various investigations and defined many times,there seems to have problems of agreement on the precise definition of it. The different viewson motivation help learners and researchers to achieve a better understanding of it.In psychological field, motivation is defined as an internal process that activates guidesand maintains behavior over time (Baron, 1998; Mruphy & Alexander, 2000; Printrich, 2000;Schunk, 2000). That’s to say, motivation is what gets you going, keeps you going anddetermines where are trying to go.

Chapter Three Research Methodology............ 40-48
    3.1 Research Questions ...........40-41
    3.2 Participants...........41-42
    3.3 Instruments ...........42-45
        3.3.1 Demotivation Questionnaire........... 42-44
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