English teachers are commonly confronted with the dilemma in the EFL classroom.However,Ellis(2009)mentioned thatless attention has been paid to this domain.The aim of this paper is to examine sources of demotivation among 17 English teachersin a vocational technical institute in China.The findings indicated that teacher demotivation is mainly attributed to six factors:thediscordance among the polarization of student language proficiency level,big class size and inappropriate course book,inhibitedteacher self-efficacy,government-mandated policy,inadequate school facilities and low student self-autonomy/self-efficacy.
Demotivation can be defined as"specific external forces that reduce or diminish the motivational basis of a behavioral intention or an ongoing action".The purpose of the present study is to identify what factors demotivated non-English majors in a southeast university in China.Questionnaire and semi-interview were developed to collect data.82 Participants responded to the questionnaire,three of whom shared their perception and experience of English learning in the interview.Consequently,this study identified four salient demotivating factors which made non-English majors less enthusiastic about English learning:(1)unhappy and unsuccessful experience of English learning in the elementary and high school;(2)low language proficiency;(3)difficulties of language learning contents at university and(4)utilitarian ideas.It is hoped that administration and English teachers will match the course,teaching content and course book with students’need,interest and proficiency.
