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

Abstract

The foundation of college English learning motivation generation for art major students lies in the bidirectional moderating effect of intrinsic motivational structure and artistic cognitive style on foreign language engagement, whereas the conflicts between disciplinary thinking paradigms and language discipline, sensory channel‑specific anxiety, and marginalized ecological niche constitute significant resistances. The study theoretically analyzes the motivational composition and attenuation mechanisms, and proposes three activation paths: task‑based input reconstruction grounded in artistic materials, aesthetic‑experience‑driven output feedback loops, and embedded integration of creative processes with language practice. Furthermore, it establishes three maintenance mechanisms: collaborative networks of artistic communities, art‑achievement‑mapped evaluation, and project‑integrated schedule regulation, thus forming a complete strategy chain from activation to maintenance, which provides a theoretical framework aligned with the disciplinary characteristics for English teaching in art majors.