An Empirical Study on Correlation of Learners’ Motivations for Content-based Bilingual Learning with Their Achievements

Abstract

Based on seven broad dimensions of L2 motivation by Dornynei, and combined with the aims and characteristics of bilingual instruction in China's universities, the empirical study adopts a qualitative and quantitative approach to the study of the correlation of learners' motivation for bilingual learning wit h their achievements. It reveals that achievements in bilingual learning are positively correlated with seven different dimensions of motivation, with significant other-related one and self-concept-related one significantly correlated. Strategies have been suggested to help bilingual teachers to cultivate, maintain and enhance learners' motivation by means of affection in and outside classroom.