This research aims at discovering the motivation of English learning among non-English majors in the high level education. It emphasizes how the inner and outer factors joint together to influence the efficiency of English learning under different linguistic views. It first sums up the background and core issues that lie in non-English majors’English language learning process.Then it specifically points out its main research subjects in the Chinese high level education stage, especially for non-English majors and tries to explore the extent of concept by investing the motivations of the subjects and whether those factors would influence the effect of English learning as a L2. And more importantly what is the most crucial factor to influence the motivation of English learning for those non-English majors. It also draws the attention on the influence of CET-4 and CET-6 according to the actual situation of the Chinese society. Based on the central theme in SLA research is that of interlanguage, the idea that the language that learners use is not simply the result of differences between the languages that they already know and the language that they are learning, but that it is a complete language system in its own right, with its own systematic rules.(The input hypothesis developed by linguist Stephen Krashen). This research uses the self-designed questionnaire as the instrument to weigh the determined motivation for non-English majors, this research reports the following core findings:non-utilitarian motivations are the most crucial motivation for non-English majors, while the request of the courses is the least; female non-English majors have higher motivation for English learning compared to male students.
