1、Abstract中文摘要Chapter 1 Introduction. 1 1.1 Background . 1 1.2 Problem Statement and Research Questions . 2 Chapter 2 Literature Review 3 2.1 Definition of Motivation . 3 2.2 Types of motivation 4 2.2.1 Instrumental motivation and integrative motivation 4 2.2.2 Extrinsic and Intrinsic Motivation . 5 2
2、.2.3 Deep motive and surface motive 5 2.3 A Social constructivist view of motivation . 6 2.3.1 Proposed Model of Motivation 6 2.3.2 Important Motivational Factors 7 2.4 Researches into the relationship between FL learning motivation and achievement 9 2.4.1 Research abroad . 9 2.4.2 Research in China
3、 12 Chapter 3 Theoretical Framework . 133.1 Leading Motivation Theories in Psychology 133.1.1 Expectancyvalue Theories 13 . 153.1.3 Social Psychological Theories .183.2 Gardners Motivation Theory. .183.3 Tremblay and Gardners revised model.19 3.4 Dornyeis Formulation of Threelevel Categorization 19C
4、hapter 4 Methodology . 204.1 Research Design 204.1.1 Participants. 20 4.1.2 Instruments. 204.1.3 Data Collection 20 4.1.4 Data Analysis . 21 4.1.4.1 Motivation Types 21 4.1.4.2 Motivational Factors . 214.2 Result 224.2.1 Students motivation Types. 224.2.2 Students selfconcept and Selfcontrol 224.2.3
5、 Other Motivational Factors 224. 3 Discussion23Chapter 5 Pedagogical Implications and Tentative Suggestions. 23 5.1 Framework of Motivational Teaching Practice . 35 5.1.1 Creating the Basic Motivational Conditions 35 5.1.2 Generating Initial Motivation. 36 5.1.3 Maintaining and Protecting Motivation
6、 . 36 5.1.4 Encouraging Positive Retrospective selfevaluation 37 5.2 Tentative Suggestions for Teachers. 37 5.2.1 Creating A Cooperative Classroom Climate 37 5.2.2 Adopting Flexible Teaching Methods. . 38 5.2.3 Organizing Interactive Classroom Activities . 38 5.2.4 Making Use of Computer and Interne
7、t.385.3 Tentative Suggestions for Learners .385.3.1 Selfmotivating.395.3.2 Exchanging Learning Experience 39Chapter 6 Conclusion . 406.1 Fingings 406.2 Implication 406.3 Limitation Further Suggestions. 40Reference 41Appendix 1 .46Appendix 2 47Appendix 3 .49Appendix 4 .52Acknowlegements .53Abstract I
8、t is pointed out in the New English Curriculum that teachers should pay attention to students affect and attitudes, which refers to the related factors that have influence on students learning process and learning effects such as interest, motivation, confidence, purpose, and cooperating spirit. The
9、 key element that leads to English learning success is to keep positive learning attitudes. Teachers should motivate and strengthen students learning interest, and guide them turn learning interest into steady learning motivation gradually, help them to build up confidence and the volition to conque
10、r difficulties. The English teaching practice prove that teaching is both a cognitive process and an emotional process. English teaching process is not only concerning about learning environment, students self language learning ability, teachers teaching style and teaching level, but also involving
11、learners self emotion factors. And in the factors mentioned, learning motivation is a very important part. The research aims at answering the following questions: What types of motivation do the third year middle school students have? What is the relationship between the motivation types and English
12、 learning effect? And within the motivation itself, how do those subcomponents influence the English learning process? Which factors have the most influence on the learning effect? How to stimulate studentslearning motivation? This thesis adopted qualitative research method , took 70 thirdyear junio
13、r middle school students as the research objects, and analyzed the relationship of their learning motivation and learning proficiency .The research result indicated that among the different kinds of learning motivations，the frequency of instrument motivation such as “the hope of parents and teachers
14、, the pressure of test“ is high. In contrast, the frequency of integrate motivation such as “I am interested in English learning ,I am excited in English learning“ is relatively low. And learning motivation had significant positive relationship with learning proficiency. We also found that there was
15、 distinct difference of integrate and instrument motivation on learning proficiency. The results analysis suggests that learning motivation have great influence on students learning achievement and the result accords with the findings of some former researches. The author believes that teachers shou
16、ld pay attention to motivating students learning motivation, and turn students instrument motivation to integrate motivation. Based on the results of the qualitative research, this dissertation comes up with the suggestions whichcan motivate students finally.Keywords: learning motivation, learning p
17、roficiency, learning effect中文摘要英语新课程标准指出:“教师教学应注意学生的情感态度。情感态度指兴趣、动机、自信、意志和合作精神等影响学生学习过程和学习效果的相关要素。保持积极的学习态度是英语学习成功的关键。教师在教学中应不断激发并强化学生的学习兴趣，并引导他们逐渐将兴趣转化为稳定的学习动机，以使他们树立自信心，锻炼克服困难的意志。”外语教学的实践证明，教学既是一个认知的过程，同时也是一个情感的过程。外语教学的成败除了涉及学习环境、自身的语言学能、教师的教学风格及水平之外、还牵涉到学习者本身的情感因素。而上述情感因素中，学习动机是一个重要的组成部分。本研究旨在回答以
18、下几个问题:1.当前初中学生拥有什么类型的学习动机?2.内在型学习动外在型学习动机对学生的学习成绩是否存在差异？3动机本身的某些构成要素是如何影响学生的学习过程？哪些构成要素对英语学习成绩影响最大？4.怎样激发学生的学习动机?本文运用定量研究的方法，对70名初三学生的英语学习动机进行了调查，并分析了学习动机与学生英语成绩的关系。研究结果表明，在各学习动机当中，“父母教师的愿望、考试的压力” 等工具型学习动机的频率比较高，而“在英语学习中体验到乐趣，我对英语感兴趣” 等综合型学习动机占的频率比较低。学习动机与学习成绩有显著相关。我们发现综合型学习动机与工具型学习动机对学生的学习成绩存在着明显的差
19、异。通过对以上结果的分析，我们可以得出以下结论，即学习动机对成绩的高低有显著的影响，这正符合了某些研究关于学习动机与学生学习成绩之间相关性的论断。作者认为教师应注重学生学习动机的激发，将学生的工具性学习动机转化为综合型学习动机。基于上述实证研究结论，提出如何激发学生学习动机的建议。关键词:学习动机学习成绩学习效果Chapter 1 Introduction Chapter 1 IntroductionMotivation is probably the most frequently used catchall term for explaining the success or failur
20、e of virtually any complex task (Brown 2002). Research shows that motivation directly influences how often students use L2 learning strategies, how much students interact with native speakers, how much input they receive in the language being learned (the target language), how well they do on curric
21、ulumrelated achievement tests, how high their general proficiency level becomes, and how long they persevere and maintain L2 skills after language study is over (30 32 91). Therefore, motivation is extremely important for L2 learning, and it is crucial to understand what our students motivations are
22、. Countless studies and experiments in human learning have shown that motivation is a key to learning (Crooks and Schmidt 1991) and very strongly related to achievement in language learning (Gardner and Lambert 1972, Gardner 1985). However, the concept of motivation has passed through a number of di
23、fferent interpretations as theories of psychology have changed.1.1BackgroundFor a long period of time, motivation was heavily influenced by behaviorism and mainly concerned with drive reduction theories. Then Gardners socialeducational model dominated studies of motivation in second language learnin
24、g for many years. Current research on motivation is based on theories like the attribution theory, goal orientation theory, the expectancy value theory, flow theory and self efficacy theory(Jacobs & Newstead 2000 Eppler & Harju 1997 Schouwenburg & Stevens 1996 Tuckman 1991Pintrich&De Groot1990 Weine
25、r1972).And motivation is looked at “in terms of choice, engagement, and persistence , as determined by interest, relevance, expectancy, and outcomes (Crookes &Schmidt 1991).Now the concept of motivation is believed to be composed of many different and overlapping factors such as interest, curiosity,
26、 or a desire to achieve. These in turn will differ in different situations and circumstances and also be subject to various external influences such as parents, teachers and exams (Williams &Burden 2000). Although these researches have provided with a large database of knowledge on how motivation fa
27、cilitates learning and achievement, further research is still needed to explore empirical verification of many of the motivational components and further elaboration, clarification and discussion of the relationships among the components, as well as their unification in a definitive mode. In this st
28、udy, the researcher chooses junior middle school students as the objects to explore how the motivational factors influence their successes in English learning in the hope of finding some implications for middle school1A Study of English Learning motivation of Junior Middle School Students English le
29、arning and teaching.1.2 Problem Statement and Research QuestionsMany researches have been carried out on motivation about college English learning and teaching, but few studies have examined middle school students English learning motivation, even though English has always played an important role w
30、ithin the middle school curriculum, and quite a number of middle school students have often come across more or less different kinds of problems with their English learning. Clearly this is an area needing greater exploration to find out what motivation is in middle school and what the subcomponents
31、 of motivation are. Because, so often, from a teachers point of view, motivation is just simply arousing an initial interest, which makes the students appear involved in the class. But it may not be a sign that learning is taking place. In this sense, motivation is just a short term affair from mome
32、nt to moment in the class. In fact, motivation refers to the longterm fairly stable attitudes in the students minds towards the language learning. And the nature of the concept of motivation is multifarious and inevitably complicated. So in this study, the researcher attempts to find out: 1 What typ
33、es of motivation do the third year middle school students have? 2 What is the relationship between the motivation types and English learning effect? And within the motivation itself, how do those subcomponents influence the English learning process? 3 Which factors have the most influence on the lea
34、rning effect? 4 How to stimulate students learning motivation? It is expected that the answers to these questions mentioned above will enrich the study of English learning motivation, and have some implications for language teachers, especially for the current middle school English learning and teac
35、hing in China2 Chapter 2 Literature Review Chapter 2 Literature ReviewIf asked to identify the most powerful influences on second language learning, almost all the teachers will list motivation high on their list (Williams &Burden 2000), considering it as a crucial and decisive factor for learning.
36、It seems only sensible to assume that learning is most likely to occur when learners want to learn and have the will to learn. Therefore, in second language learning, motivation is often used as one of the most important variables to explain individual differences in language achievement. Motivation
37、 as the major determiner of successful language learning has occupied a peculiar and important position in various theories in second language learning.2.1 Definition of MotivationWhat is motivation? There has been no general agreement on definitions of motivation. Keller (1983) suggests that: “moti
38、vation refers to the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect“ (cited in Crookes and Schmidt, 1991:481). This definition gives readers an initial idea about what motivation is. By this definition, reader
39、s may know that motivation includes making choices and exerting efforts. Kanfer and Ackerman (1989) refers to “the direction of attention effort the proportion of total attention effort directed to the task (intensity), and the extent to which attention effort toward the task is maintained over time
40、 (persistence)“. With respect to persistence, Maehr and Braskamp (1986) suggest that when a person attends to a task for an extended period of time, observers are likely to infer that the individual is motivated. Effort generally refers to the amount of energy. Expended (Maehr &Bras amp, 1986) and i
41、s somewhat distinct from persistence. For example, an individual can spend much time at a task (persistence) but work at a low rate of effort. Given such consideration it seems reasonable to assess motivational behavior using measures of effort, attention, and persistence (cited in Crookes and Schmi
42、dt, 1991). Compared with Kellers definition, Kanfer & Ackermans definition goes deeper into the conception of motivation. It includes persistence as one of the key elements of motivation and emphasizes that persistence should no be neglected or equated with effort. Dornyeis definition (1998) lays mo
43、re emphasis on the dynamic nature of motivation. He defines motivation as a “process whereby a certain amount of instigation force arises, initiates action, and persists as long as no other force comes into play to weaken it and thereby terminate action or until the planned outcome has been reached.
44、” This definition views motivation as a process and suggests that motivation may3A Study of English Learning motivation of Junior Middle School Students not be static and can be weakened or terminated during the process of realizing the final outcome. However, this definition is not lucid enough in
45、pointing out the key elements of motivation. Williams and Burden (1997) have attempted to achieve a synthesis of conception of motivation by defining it as “a state of cognitive and emotional arousal, which leads to a conscious decision to act, and which gives rise to a period of sustained intellect
46、ual and/or physical effort in order to attain a previously set goal (goals).” This definition fits within a social constructivist framework. A number of points arise from this definition. In the first place, people are aroused in some way. The initial arousal may be internal ones such as interest or
47、 curiosity, or external ones such as another person or event. When the persons enthusiasm is activated, he will make a conscious decision to act in certain ways in order to achieve a particular goal (or goals). Once the activity has begun, the individual needs to exert his effort and persist. Willia
48、m and Burdens definition presents three stages of motivation. The first two stages of this model are concerned with initiating motivation while the last stage involves sustaining motivation. However, as Williams and Burden (1997) realized later, the three stages are nonlinear. L2 learning is a compl
49、ex process which motivation plays a major role . The current concept of L2 learning motivation, while important and extremely useful, can be expanded to include a greater number of kinds of motivations present in learners. Contributions from many aspects of psychologygeneral, industrial, educational, and cognitive developmental are helpful for an expanded vision of L2 learning motivation. We offer here the beginnings of an expanded theory but not yet a full model. L2 learners and we, as teachers, ali
