Motivation is considered as a key feature in the success of language learning and has great effect on the efficiency and productivity of English language teaching. And a lot of considerable researches and investigations have been done on Chinese college students’ motivation to learn English. Most researches like to value instrumental aspects as the major type for college students’ learning English in Chinese context while integrative motivation is often neglected. In this study, 300 college students are employed to further explore students’ instrumental motivation and integrative motivation and the data analysis of the study somehow shows difference from others, supporting that college students do have expectation and strong integrative motivation toward English language learning and recommendations are offered to the teachers to develop college students’ integrative motivation in English language teaching, suggesting focusing on cultural education in particular.
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