Research on Strategies for Enhancing College English Learning Motivation among Art Major Students

Abstract

Motivation Generation for College English Learning Among Art Majors is Based on the Bidirectional Moderating Effect of Intrinsic Motivational Structure and Artistic Cognitive Style on Foreign Language Engagement, and Significant Obstacles Include Conflicts in Disciplinary Thinking Paradigms and Language Disciplines, Sensory Channel-Specific Anxiety, and a Marginalised Ecological Niche. The theoretical foundation and reduction path for motivation in this paper are as follows: (1) Task-based reconstruction of art materials; (2) Aesthetic experience-driven output feedback loops; (3) Integration of the creative process with language learning. In short, there are three types of maintenance: collaborative networks of artistic communities, art-achievement-mapped evaluation and project-integrated schedule regulation, etc., so a complete strategy chain for activation and maintenance has been established to provide a theoretical foundation in line with the characteristics of disciplinary teaching for English in art majors.