本文以41名中国和36名英国大学外语教师为比较研究对象,结合文献研究与36题项的问卷调查分析,探讨分别导致中英两国高校外语教师教学负动机的影响因子,比较分析两国教师教学负动机的共性特征与个性差异,并探索不同文化专有性情境与教学负动机影响因子的关联程度。实验数据显示,两国受试存在四类共性负动机影响因子:“学习者因素”、“教学环境”、“机构支持”和“科研环境”。但是,中方教师较英方多一项“社会评价”影响因子,且四类共性影响因子的题项组成和均值烈度都存在显著差异,显示文化专有性特征对两国受试的突出影响。 In this paper, 41 Chinese and 36 English-language teachers in British universities are selected as the comparative study objects. Based on the literature analysis and the questionnaire survey of 36 items, the paper explores the influential factors that lead to the negative motivation of foreign language teachers in China and UK respectively. Teaching negative motivation of the common characteristics and personality differences, and explore the relationship between the culturally unique context and teaching negative motivation impact factors. The experimental data show that there are four kinds of common negative motivation factors: “learner factor”, “teaching environment”, “institutional support” and “scientific research environment”. However, the Chinese teachers have a more “Social Evaluation” impact factor than the British, and there are significant differences in the item composition and mean intensity of the four types of common influence factors, indicating that the culture-specific features are prominent in the tests of the two countries influences.