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For normal university graduates, it is completely necessary to explore the cultivation of learning motivation is. In actual teaching activities, teachers should master learning principles and methods first, know more about students' learning motivation. From the point of learning motivation, the success or failure of teachers’ teaching depends on students who study .Similar cases in other conditions, how well students score on a learning will depend on whether he works hard, and strive to make the performance of the learning motivation. Therefore, cultivate the students' learning motivation should also be one of the teaching goal. How to motivate the students' motivation of English learning , to improve the efficiency of students’ learning English are problems which are worthy to be discussed.
II. Learning Motivation
2.1 Learning Motivation Theory
What is the learning motivation? Motivation: Arouse, maintain and make action points to a specific purpose of power. Motivation for inpidual behavior and activities is the guiding power. Motivation function involves the following three aspects: (1)What is the cause of actions?(2) What is the purpose of making behavior? (3) What is the reason for this behavior to maintain? In a lot of the literature of motivation, psychologists often use motivation role in this term to describe inpiduals from energy and impulse, a guide behavior towards a particular purpose, and keep it for a period of time of internal states and processes. Learning motivation guides and maintains the students' learning behavior, and points to a certain academic goals. It contains the learning needs and learning expectations of two components, according to different standards can be pided into different categories. Different psychologists explained learning motivation from different angles, which mainly including reinforcement theory, attribution theory, hierarchy of needs theory, theory of achievement motivation and self-value theory, self-efficacy theory, etc. Strategies to stimulate and develop learning motivation mainly adopt the following methods: teaching by heuristic mode, managing motivation levels, giving proper assessments, maintaining motivation intensity, handling the competition and cooperation correctly. Students’ learning is influenced by many factors, of which the main is controlled by the learning motivation, but also with the needs of the students' learning interests, learning requirements, personal values, students’ own attitudes, the aspiration level of themselves and external encouragement, these are all linked closely.
2.2 The Development of Learning Motivation Theory
2.2.1 The Development of Western Learning Motivation Theory
In 1830 s, Murray proposed “need for achievement” theory; in late 1940s McClelland used Thematic Apperception Test to measure achievement motivation and study Murray’s “need for achievement”. In mid-1960s, Atkinson proposed model of achievement motivation. He pointed out the provisions of certain factors motivated the level of motivation intensities, expectations and incentives. Bruner in the book education process emphasized the “intrinsic motivation” role; In early 1870s,Tissi confirmed external strengthening effects on the original intrinsic motivation. Bandura believed only people recognize the basis of their ability to be able to produce intrinsic motivation for activities, which made “self-efficacy” in turn. Meath used cluster analysis classified the students. The first class of students aimed to grasp the main objectives, namely a stronger intrinsic motivation; second class students to master the goals and objectives of both operations, namely internal and external motivation roughly equal in extent; the third category of students worked targets stronger, which means extrinsic motivation stronger. Dornyei absorbed mainstream theories about the motivation of psychological research, proposed a three-dimensional structural model of language learning motivation. The patterns from the language level, the level of learners and learning scenarios to define and measure three aspects of foreign language learning motivation. （Wilkins 406）