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The motivation has been considered to be one of the important factors in foreign language learning, so that the domestic and foreign scholars have conducted extensive research in the role of motivation to learn a foreign language teaching. According to Gardner and Tremblay motivation theory, a large number of empirical studies have confirmed motive for foreign language learning to play a catalytic role. Behaviorism and cognitivism from expectations - value, attribution, self-efficacy and self-determination of the angle to explain the meaning of the motivation. Type of motivation is generally divided into instrumental, fusion, intrinsic and extrinsic motivation. In recent years, more influential foreign language learning motivation theory says: Gardner and Lambert social education mode, Trembley and Gardner, the extended theory of motivation and Dornyei foreign language motivation levels. Although a lot of research for English learning motivation of Chinese college students, poor students' motivation for English learning achievement survey less. However, it is these student teachers need more help. English teachers need to understand their motivation, to help students recognize the importance of learning English. Based on the actual situation of foreign language learning motivation theory and research object, the author uses a combination of quantitative and qualitative research methods to explore the English academic achievement of poor students' motivation. Renovated Jiangsu University of Science and Technology, 2009 English 207 class students English learning motivation questionnaire, and from the students to participate in a survey, a random sample of 20 students were interviewed. The author used SPSS14.0, the collected data for factor analysis (principal component analysis and Varimax orthogonal rotation method), describes the analysis and correlation analysis of three methods for analysis. Through data analysis, I summarized nine motivation type of students: self-evaluation, personality, language titer collective evaluation, the instrumental motivation the (Certificate motivation), teachers in curriculum evaluation, cultural potency, self-development and learning interest (intrinsic motivation). The study found that nine motives, is instrumental motivation of students, and minimal impact on the intrinsic motivation. Motive type, language titer and student achievement is positively correlated; interest in learning and personality and academic achievement less; no correlation between academic achievement and motivation type. Interview as a qualitative research further complement and interpretation of the results of the quantitative research. Finally, the author proposes a corresponding method and effective measures to stimulate students' motivation to learn. For example, teachers should improve their teaching methods, and establish a good teacher-student relationship, the use of innovative teaching materials to meet the needs of the students, but also to help the students to enhance self-confidence, improve students' self-learning ability. Way to motivate students' motivation to improve their English academic, so that teaching to achieve the best results.
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