Abstract:摘要

研究了間隙對英語文學作為第二語言（ESL）的調查問題，中國學生面臨的問題時，他們是在聯(lián)合王國（英國）的大學學習，理論三應用如下：加德納（1985）社會教育模式和Ryan和Deci的自我決定理論（2000）和諾埃爾等人。（2003）。此外，文獻綜述表明各種因素如英語和漢語之間的結構差異，，英語的重要性，對外語學習的態(tài)度、內在和外在取向和文化維度可能有潛在的影響成功的SLA英國大學中國英語學生。研究傳統(tǒng)的混合方法研究設計與方法的定性和定量相結合的研究方法，在英語學習中的難點，國際學生。這些研究結果在英語學習者個體差異的影響下，中國學生對英語學習的態(tài)度和結構的差異有不同的影響。這些因素也影響到學生的內部和外部的其他問題。The research presents the investigation of the gap to literature of the English as Second Language (ESL) problems which Chinese students are facing the problem when they are studying in United Kingdom (UK) universities, three applications of theories are following: the Gardner’s (1985) socio-educational model and the self-determination theories of Ryan and Deci (2000) and Noels et al. (2003). In addition, the literature review has indicated the importance of various factors such as English structural differences between English and Chinese, attitudes toward second language learning, intrinsic and extrinsic orientations, and cultural dimensions may have a potential impact on successful SLA among Chinese L2 students of UK universities. Study on the combination of traditional mixed method research design and methods of qualitative and quantitative, is used to explore the difficulties in English learning, international students. The results of these study individual differences in English by Chinese students of English achievement difficult attitude influence on the situation and structure of the language differences between English learning by discovery. These factors also influence other problems encountered by students of the internal and external.

Introduction介紹

International students to English speaking countries are facing rapid learning English and adjust the academic and social needs, solve the problem as soon as possible. In the UK, international students must satisfy the International English language testing service requirements (Ya Si). Requirements 5.5 of the overall international basic level research and overall 6 undergraduate degrees, the overall research study master 6.5 postgraduates (Al jarf 2009). At present, Chinese students ranked in almost the last than Arabia state on the overall English level of IELTS results prove that 2013 (). In order to prepare students to solve these China academic requirements of the University, they need academic use intensive yearlong English (EAP) before they can continue in the analysis of curriculum, curriculum between promoting language ability of international students depends on the needs of learners is very strong (Benesch 2001).
Motivation and attitude are regarded as the successful second language acquisition (SLA) prediction results (Gardiner and Lambert 1972; Gardiner 1985, 1988; Noel et al 1994 Dornyei. 2003). However, the motivation is to construct characteristic also depends on the situation and environment, the second language (L2) learning (Gardiner 1988; Ryan and decided to 2000). Although some literature has explored Chinese learners of English language experience problems, these have been studied in local settings. There is a lack of international background of two language acquisition, Chinese students in literature. Researcher Clement kruidenier and echo (1983) study call replication in other settings and culture under the context of foreign language learning motivation. Therefore, this study will explore in a university in the international context in the UK and Chinese students' second language learning motivation problem.

1.2.2 Research objectives
CHAPTER 2:  Literature Review
English for Academic Purposes (EAP)
2.2 The Chinese-speaking ESL student
2.7 Language Structural differences
2.8 Willingness to communicate
2.9 Conclusion
CHAPTER3:  METHODOLOGY
3.1 Mixed Methods Research design
3.6 Qualitative phase (Phase 1)
3.8 Data analysis strategies

Conclusion總結

It is this research studies L2 Gardner (1985) incentive theory, which is supported by observation of intrinsic motivation.
Relations between the two shows that if L2 students have strong intrinsic motivation to learn a broader understanding of students English learning and only English extrinsic motivation transfer request, they do not put as much energy into to practice the language, they achieve the desired results, which will stop the learning process, and from the language acquired a deeper understanding of inhibition learners.

The Chinese government is currently promoting English learning. In order to help some Chinese students to learn English, they provide free tuition for students who choose to study abroad is to recognize students participated in the study . However, this measure has not done enough for most Chinese students. Fight in foreign universities for Chinese students to learn is doubled, because they must first understand before we can understand their chosen field of language lessons. They can be more academically competitive in foreign universities, if you learn enough English language acquisition in their formative years in primary education. Therefore, the present study suggests that the Chinese government attention and in elementary, middle and high school education programs give priority to learning English , in order to give the younger generation a chance , competitive studies, and in their future careers.
　
In the language of the training process, students learn skills to get “satisfactory examination results, instead of being taught how to practice and gain communication skills. So, naturally, academic problems.

The current study investigated the problem of how to learn English Chinese students face, and provides an overview of a variety of factors influence others. However, studies of the individual elements of the difference between the student, and therefore carried out a quantitative phase to confirm the results obtained from the qualitative data. The proposal, part of this study, future research should focus on the study appeared to see their English learning factor causation. In this manner, each factor may be more extensive and more direct conclusion may cause.
Relationship between the external and internal negative correlation guide English grades, not significant, it is interesting. This may be useful for future research is to develop a method to measure the provision of learning.
Strategies to overcome them, students are relying on L2 application is to practice listening, in the face of difficulties, writing, speaking and reading the language. Environment, this approach is in the UK, where the environment is more effective than other students to learn English.

Conclusions
The present research aims to answer the research question “what are the difficulties that Chinese students in the UK universities are facing in learning English language” from the findings of the data analysis, it can be concluded that a main problem that affects learning English is difficulty in the structural differences among English and Chinese. The differences in vocabulary, alphabet systems and grammar rules between English and Chinese are major issues that students are facing in learning English. 
With regard to motivation, although this aspect has been seen to be associated with other factors affecting learning, it is not an issue that Chinese students face in learning English. The data clearly shows that the motivation of these students to learn English is very high, the external motivators of the students include getting their degree and acquiring a good job although the internal motivators do not seem very clear to the participant learners. 
The survey revealed that they also rank high in intrinsic orientation. This kind of motivation pushes the students to learn more and to overcome these barriers. 
The strategy that most of them use involves a lot of practice by speaking, reading, writing and listening. The research confirms the effectiveness of practice in learning the English language. The environment in the UK is ideal for learning the English language.

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