本书研究内容为：确定少数民族学生英语学习态度和动机的主要类型，区分各少数民族之间在民族、三语教学、年龄、性别方面的学习态度、动机和英语水平的差异及造成差异的原因，研究少数民族学生英语学习态度和动机与英语水平的关系，找出他们成功学习英语的态度和动机的重要因素，并在此基础上提出帮助少数民族学生树立正确的英语学习态度和动机，从而增强英语学习实效性的建议。

本书从社会心理学和社会教育学的角度，采用定量和定性结合的实证调查方法，探讨了中国少数民族学生英语学习态度和动机与英语水平的关系。共有来自云南省四个少数民族(彝族，壮族，苗族和哈尼族)的中学生参加了问卷调查和英语水平考试以及现场采访。作者对问卷进行了因子分析得出八种态度和动机类型。皮尔逊相关系数表明，内部动机，对外国语言和文化的态度，父母和老师的期望以及对自己民族身份的态度等四个因子，与英语水平成正相关。多项回归分析则显示，影响少数民族学生英语成绩的前三个最重要的指标是：学习焦虑，对外国语言和文化的态度以及内部动机。

CHAPTER 1 Introduction

 1.0 Background and Need for the Study

1.0.1 Chinese Ethnic Minority Education

1.0.2 English as a Foreign language (EFL) Learning in Ethnic Minority Areas of China

 1.1 Significance of the Study

 1.2 Main Objectives and Research Questions

 1.3 The Structure of the Thesis

 1.4 Summary of Chapter One

CHAPTER 2 Literature Review

 2.0 Introduction

 2.1 Attitude，Motivafion and Their Relationships

2.1.1 Attitude

2.1.2 Motivation

2.1.3 Motivation and Transfer in Language Learning

2.1.4 Trait and State Motivations

 2.2 Motivation in Education：The Role of Motivationin Learning

 2.3 Attitude.Motivation and SLA/FLL Achievement

2.3.1 Integrative and Instrumental Motivation

2.3.2 FLL Motivation Model

2.3.3 Extrinsic and Intrinsic Motivation

2.3.4 A Model of Intrinsic，Extrinsic，Integrative Orientations and Motivation

2.3.5 Bilingualism

 2.4 Chinese Learners’Attitude and Mofivation toward Education and EFL

2.4.1 General Attitude toward Learning

2.4.2 Attitude and Motivation of FLL Learners in China as a Whole

2.4.3 Research on FLL Attitude and Motivation in China

 2.5 A Study on EFL Attitude and Mofivation of Ethnic Minority Students in China and in Yuarian

2.5.1 Research Regarding Tertiary Ethnic Minority Students’EFL Attitude and Motivation

2.5.2 Research Regarding Secondary School Ethnic Minority Students’EFL Attitude and Motivation

2.5.3 Conclusion of EFL Atdtude and Motivation of Ethnic Minority Students in China and in Yunnan

 2.6 Summary of Chapmr Two

CHAPTER 3 Methodology

 3.0 Introduction

 3.1 Methodological Rationale：A Quantitative and Qualltative Studv

 3.2 Research Questions

 3.3 Sampling

3.3.1 Rationale of Sampfing

3.3.2 Selection of Sampling

3.3.3 Subjects

3.3.4 The Ethnicity and Ethnic Identity of the FourGroups of Subjects

 3.4 Measurement

3.4.1 Review Related to Attitude and Motivation Data Collection Instruments

3.4.2 Need for a Data Collection Instrument for Ethnic Minority Chinese EFL

3.4.3 The Construction of the Questionnaire

3.4.4 Construction of the Interview Protocol

3.4.5 The English Proficiency Tests

 3.5 Procedures and Implementation

 3.6 Reliability and Validity

 3.7 Methodological Limitations

 3.8 Summary of Chapter Three

CHARTER 4 Result and Analysis

 4.0 Introduction

 4.1 PART ONE：Chief Attitudes and Motivations of Ethnic Minority Learners for English in China

4.1.0 Introduction

4.1.1 Factor Analysis of Attimdinal/Motivational Index

4.1.2 Reliabilitv of the Questionnaire and the Attitudinal/Motivational Index

4.1.3 Analysis of the Classification of EFL Attitudinal/Motivational Index

4.1.4 Downplay of Extrinsic Orientation Factor

4.1.5 Summary of Part One of Chapter Four

 4.2 PART TWO：Differences in AttitudinaVMotivational Level and English Achievenraat among Ethnic Minority Groups in Respect to Demographical Variables

4.2.0 Introduction

4.2.1 Results of Differences in Attitudinal/Motivational Level and Enghsh Achievement among Ethnic Minority Groups in Respect to Demographical Variables

4.2.2 Analysis of the Differences in Attitudinal/Motivational Level and Engfish Achievement among Ethnic Minority Groups in Respect to Demographical Vadables

4.2.3 Summary of Part Two of Chapter Four

 4.3 PART THREE：Relationship between Attitudinal/Motivational Factors and English Achievement in Respect to Demographical Variables

4.3.0 Introduction

4.3.1 Association between Attitude and Motivation in English Learning

4.3.2 Correlation between Attitudinal/Motivational Factors and English Achievement

4.3.3 Relationship between Attitudinal/Motivational Factors and English Achievement in Respect to Demographical Variables

4.3.4 Summary of Part Three of Chapter Four

CHAPTER 5 The Qualitative Study

 5.0 Introduction

 5.1 Students’Attitude to English：Interest in English and Its Culture，Attitude to English Learning and Attitude to Native Speakers of English

 5.2 Motivational Orientations：Intrinsic Orientation Extrinsic Orientation，Integrative Orientation and Social Responsibility Orientation

5.2.1 Intrinsic Orientation

5.2.2 Extrinsic Orientation

5.2.3 Integrative Orientation

5.2.4 Social Responsibility Orientation

5.2.5 Summary of Section 5.2

 5.3 Bilingualism and English Learning

5.3.1 Ethnic Minority L1 Helps View

5.3.2 Ethnic Minority L1 Fails to Help View

 5.4 Parents/Teachers Expectation

5.4.1 Parental Support

5.4.2 Evaluation of English Teachers

 5.5 Summary of ChaDter Five

CHAPTER 6 Conclusion

 6.0 Introduction

 6.1 Main Findings

6.1.1 What are the Main Types of Attitudes and Motivations for English Learning of Ethnic Minority Students in China?

6.1.2 Is There Any Difference between Attitudinal/ Motivational Factors and English Achievement in Respect to Ethnicity，Year Level，Gender and Bilingualism?

6.1.3 What is the Relationship between Attitudinal/Motivational Factors and English Achievement for Ethnic Minority Students in China in Terms of Ethnicity，Year Level，Gender and Bilingualism?

 6.2 Implications of This Study

 6.3 Recommendations for Further Research

 6.4 Summary of Chapter Six

BIBLIOGRAPHY

APPENDICES

 1 Ethnic Minority Students Attitude/Motivation Questionnaire(EMSAMQ)

 2 Interview Guide for a Study of Attitude and Motivation and EFL of Ethnic Minority Students in China采访提纲

 3 Total Variance Explained

 4 Pattern Matrix(a)