the first 18 questions,
MBTシューズ 販売店, This is because the undergraduate majors choose either to follow suit, while the MBA students is due to regional differences in herd due to lack of awareness. Third, the self-evaluation motives. 22 undergraduate students to the theme of mathematical expectation 3.84, MBA students was 3.87, the difference is very small, we can see two types of people tend to evaluate their own motives, blurred. From high school to the university undergraduate strong and pure motives, and MBA students experienced several years of social temper, they are forced to go back to school with limited knowledge of the limitations or qualifications, regional differences are also an important factor, and some Business people at work than using English, so it is not clear why to learn business English.
Third,
herve leger sale, the results of analysis and discussion based on questionnaire design, respectively, of integrated motivation, instrumental motivation, self-evaluation and capacity issues such as four parts for discussion. First, the integrated motivation. The options 4.02. MBA students comprehensive description of motive strength slightly higher than the undergraduates. Also found that undergraduate and MBA students in the top 10 questions of the comprehensive motivation, the first question there are significant differences 1,3,5,
Oakley sunglasses sale,6,10. On Question 1 undergraduates in favor, 40.00% of MBA students uncertain; Question 5 There are 67.57% in favor of the undergraduate, MBA students and 40.00% are unsure; Question 10 MBA students.
the same time, problems in holding the first 1,3,5,10 mostly from the southwest, the information relative to the more isolated coastal cities, foreign investment, joint ventures less, so they do not have a strong sense of urgency to the use of business English. Undergraduate reason why some people Second, the instrumental motivation. The motivation for the mathematical expectation undergraduate 3.05, MBA students is 3.12, which is slightly higher than the former. But the value of 3 corresponds to the In the instrumental motivation, only the first 13, 16 and 18 questions are more significant differences. The first 13 questions, wish to engage in this work, The reason for the difference is that MBA students have work experience, have been or will be engaged in business management, business English, as they will be an important knowledge and skills, so as to achieve the business purpose of learning English; and employment intentions are mostly undergraduate depending on professional background may be, there is a certain percentage of people will be engaged in the work.
Write a master's thesis network
A study of motivation theory motivation for learning foreign researchers conducted extensive research. Gardner and Lambert to second language learning motivation is divided into The The theory stresses that the relationship between motives and goals, and the strength of motivation into motivation, the desire to learn the language and language learning attitudes of three parts [2]. Later, many scholars and comprehensive than instrumental motivation may exist outside the different foreign language learning motivation, such as friendship,
herve leger toronto, travel, identity and knowledge of / respect for four kinds of learning orientation. Type of learner motivation often associated with the social environment in which they are related [3] 225. Although Gardner and Lambert's theory for second language acquisition, but it remain practical and extensive common recognition, this study focuses on differences rather than study the diversity of motives, that the theory, this paper based on the motive classification questionnaire.
Second, the research methods selected in this study of Foreign Languages, Chongqing University College of Business English students and 2007 junior Business Management MBA students for the study. Based on Gardner and Lambert's theory of motivation, the use of questionnaire survey, part of the questionnaire is divided into comprehensive motivation motivation scale (questions 1-10) and instrumental motivation (the first 11-21 questions) and a self-evaluation in two parts (the first Question 22). Today's business is broadly divided into the teaching of English language ability,
true religion outlet, professional knowledge and ability of three modules. Therefore, the latter part of the questionnaire design in three areas related to the ability of problem (23-26 questions). June 28, 2008 70 questionnaires, of which 40 undergraduate students, MBA students 30 were returned 100%. SPSS11.0 statistical software with data described questionnaire, statistics and analysis. More articles related to topics：
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