Abstract：Due to the unique growth environment and the limitation of the basic education， the Tibetan college students make their foreign language learning is a special. As one of the important fields of research， learning motivation has been paid more and more attention by researchers both in China and abroad. This paper starts with the study of Tibetan college students' English learning motivation， finds out and analyzes the existing problems.

Key words：Tibetan college students；English learning；Motivation

1. Introduction

English as one of the international language， it is welcoming by many people around the world； within Tibetan areas there is urgent need for a large number of high-quality foreign language learning talents. Locally the imperfection of teaching conditions， teachers， and teaching methods seriously affected the Tibetan students to learn English. We can only find good strategies to improve Tibetan students English level only by studying their special conditions. Motivation shows the desire for learning and thirst for knowledge. The main motivational theories include： Atkinson's achievement motivation theory， Weiner's attribution theory， Dyke's achievement goal theory and Banderas self-efficacy theory.

There have been many studies on learning motivation in China. Although learning motivation is generally considered to be an important factor in academic success， different types of learning motivations have different effects on students' English achievement. Canadian linguist Gardner believes that foreign language learning motivation includes four aspects： the purpose of learning efforts to achieve the purpose of learning aspirations and learning attitude. Foreign language learners must not only learn the language， but also prepared to accept the use of these words people's culture and way of life. Tool-based motivation emphasizes the practical purpose of learning a foreign language， and not to communicate with foreign language societies.

Tibetan students learning motivation of the status， internal motivation is low internal motivation refers to people's interest in learning itself caused by the motive， caused by the individual's internal needs. Motivational Satisfaction Within the activity， it does not require outside incentives to direct the action to the goal， because the action itself is a driving force. According to the study， most of the students in the Tibetan areas have low motivation to learn English， lack of self-confidence and excessive anxiety in the classroom. Their English learning is only motivated by external motives and less motivated by internal motivation.

On the other hand， such as failure in the secondary school record of English learning failures caused by memory， etc.， resulting in the failure to establish the correct internal motivation. This requires teachers at the beginning to help students build self-confidence and enable students to give teachers full confidence. the instrument is strong， less professional The survey of the Tibetan colleges and universities in the Mainland， 78% of students think that learning English is because of the curriculum， in order to get a degree certificate or diploma or a good job in the future to find a good job， 76% of the students thought that the future work will be in Tibet， English in the practical work of little usefulness， their confidence in learning English， that does not like English， followed by the English will have aversion to learning Emotions. This will inevitably lead to reduced interest in learning and thus reduce the level of motivation. Although college English is generally required in colleges and universities， but for non-English majors， English learning and their professional and not closely linked， therefore， many students believe that spend a lot of time to learn it simply cannot be successful Of the English， not as hard to learn professional knowledge.

Achievement Motivation Low Achievement Motivation is an internal driving force that motivates individuals to engage in what they consider important or valuable work and strive to achieve success on the basis of human achievement needs. Atkinson divides individual achievement motives into two categories： motivations for success， and motivations for failure. Tibetan college students mainly come from the Tibet Autonomous Region or the Tibetan Autonomous Region in the western region， and have unique mental models. Most students in the English classroom with timid， afraid to speak loudly， or even afraid to answer teacher questions. According to statistics， basically all Tibetan students have a higher degree of foreign language anxiety； Low self-efficacy sense of self-efficacy is that people can successfully engage in their own conduct of a certain subjective judgments. The survey shows that the concept of self-efficacy of Tibetan college students in all the ideas in the final， indicating that they lack a strong sense of self-efficacy.

2. Conclusion

Bandera that affect the formation of self-efficacy is the most important factor in the success or failure of the individual's own experience. Successful experience will improve self-efficacy； repeated failure will reduce self-efficacy. The backwardness of Tibetan teaching facilities， the lack of teachers， the improper preparation of teaching materials and other factors lead to the weak foundation of Tibetan students in English， in the context of bilingual education， the two original languages of English learning is bound to produce interference or negative transfer. College English teachers use Chinese teaching to increase the difficulty of understanding. If the test scores are not satisfactory or the classroom answers are not good， they will have frustration and lower self-efficacy.

【REFERENCE】

[1] 戴延紅. 藏族大學英語學習者學習動機調(diào)查[J]. 考試周刊， 2011（14）.

【作者簡介】

卓瑪措，女，藏族，四川若爾蓋人，西南民族大學藏語言文學專業(yè)在讀碩士研究生，主要研究方向：翻譯。