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WAYS TO ENCOURAGE STUDENTS’ MOTIVATION OF LEARNING ENGLISH.doc

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WAYS TO ENCOURAGE STUDENTS’ MOTIVATION OF LEARNING ENGLISH.doc

密级科SCIENCEANDTECHNOLOGY学士学位论文THESISOFBACHELOR(2010年11月14日2011年6月5日)题目WAYSTOENCOURAGESTUDENTS’MOTIVATIONOFLEARNINGENGLISH学科部人文学科部专业英语班级2007级5班学号学生姓名指导教师起讫日期2010年11月14日2011年6月5日毕业设计(论文)开题报告题目WAYSTOENCOURAGESTUDENTS’MOTIVATIONOFLEARNINGENGLISH学科部人文学科部专业英语班级07英语5班学号姓名指导教师填表日期2011年03月20日一选题的依据及意义INRECENTYEARSINCHINA,LEARNINGENGLISHHASBEENAVERYPREVALENTTENDENCYANDITHASBECOMEMOREPOPULARANDURGENTASCHINASUCCEEDEDINBIDDINGTOHOLDTHE2008OLYMPICGAMESANDENTERINGINTOTHEWORLDTRADEORGANIZATIONMASTERYOFAFOREIGNLANGUAGE,ESPECIALLYENGLISHISVIEWEDASAPASSPORTTOONE’SFUTURESUCCESS,THUS,MOREANDMOREPEOPLESWARMINTOTHETIDEOFENGLISHLEARNINGINADDITION,THEENGLISHLEARNERSHAVEBECOMEYOUNGERANDYOUNGERTHATENGLISHCOURSESARETAUGHTINGRADETHREEORGRADEONEOFPRIMARYSCHOOLSANDEVENINKINDERGARTENSFURTHERMORE,MOSTOFPARENTSSENDTHECHILDRENTOSOMEAFTERSCHOOLENGLISHCLASSESONTHEWEEKENDSINTHEHOPEOFPROMOTINGTHECHILDREN’SENGLISHLEARNING,YETSOMEOFTHETEACHERSANDPARENTSAREINFRUSTRATIONOFRECOGNITIONOFTHECHILDREN’SLOWATTITUDEANDGRADESINENGLISHLEARNINGTHEREFORE,ASSHOULDKNOWTHEPSYCHOLOGICALTHEORYANDTHEPROCESSOFENGLISHLEARNINGINORDERTOENCOURAGEANDENHANCETHEENGLISHLEARNINGOFSTUDENTS国内外研究现状及发展趋势(含文献综述)MYRESEARCHISMAINLYONSECONDLANGUAGEACQUISITIONOFSTUDENTSATTITUDEANDLEARNINGDEFINITIONONMOTIVATIONANDENGLISHLEARNINGINTHESTUDYOFTHESECONDLANGUAGEACQUISITION,POLITZERANDMCGROARTY1985DRAWACONCLUSIONTHATLEARNERS’GOALSARELIKELYTODETERMINESTRATEGYUSEOXFORDANDNYIKOS1989REPORTFORMALLYTHATMOTIVATIONISRELATEDTOLANGUAGELEARNINGSTRATEGIESTHEYCOMETOACONCLUSIONTHATTHEDEGREEOFEXPRESSEDMOTIVATIONISTHESINGLEMOSTPOWERFULINFLUENCEONTHECHOICEOFLANGUAGELEARNINGSTRATEGIES;HIGHMOTIVATEDLEARNERSUSEMORESTRATEGIESRELATINGTOFORMALPRACTICE,FUNCTIONALPRACTICEANDCONVERSATIONALINPUTELICITATIONTHANDOPOORLYMOTIVATEDLEARNERSAFTERSTUDYINGTHEREASONSTHATADULTSTUDENTSLEARNENGLISHFORCAREERATTHEUSFOREIGNSERVICEINSTITUTE,EHRMAN1990POINTSOUTTHATANINSTRUMENTALMOTIVATIONCANRESULTINAPREFERENCEFORCOMMUNICATIVEORIENTEDSTRATEGIESRODELLIS1997FINDSTHATTHESTRENGTHOFLEARNERS’MOTIVATIONCANBEEXPECTEDTOHAVEACAUSALEFFECTONTHEQUANTITYOFLEARNINGSTRATEGIESTHEYEMPLOYTHETYPEOFMOTIVATIONMAYALSOINFLUENCESTRATEGYCHOICEOKADA,ETAL1996CONDUCTANEXPLORATORYSTUDYONTHERELATIONSHIPOFLEARNINGSTRATEGYUSEANDMOTIVATIONINFOREIGNLANGUAGELEARNINGCONTEXTSUBJECTSINVESTIGATEDAROUNDTHEUSARESTUDYINGEITHERJAPANESEORSPANISHATTHECOLLEGELEVELTHERESULTOFTHISSTUDYSHOWSTHATTHEREISSIGNIFICANTCORRELATIONBETWEENMOTIVATIONANDSTRATEGYUSEFOREACHLANGUAGEGROUPINCHINA,STUDIESONENGLISHLEARNINGMOTIVATIONANDENGLISHLEARNINGWAYSHAVEBEENCARRIEDOUTLARGELYHOWEVER,THESETWOVARIABLESARESTUDIEDSEPARATELYBYMOSTOFRESEARCHERSONLYFEWOFTHEMHAVESTUDIEDTHERELATIONSHIPBETWEENENGLISHLEARNINGMOTIVATIONANDENGLISHLEARNINGWAYSZHANGJIANZHONGANDYUHONGZHEN1998POINTOUTTHATTHELEARNERS’LEARNINGGOALSWILLDETERMINETHESTRATEGIESEMPLOYEDGYTHEMWHETHERTHELEARNERSSTUDYENGLISHFORFINDINGGOODJOBSORENHANCINGPERSONALCOMPETENCE,THEYALWAYSCHOOSETHECORRESPONDINGWAYSTOACHIEVETHEIRLEARNINGGOALSJIANGZUKANG2000CLAIMSTHATTHELEARNER’SLEARNINGMOTIVATIONINFLUENCEDTHEIRLEARNINGWAYSCHOICESWENQIUFANG2001CARRIESOUTASTUDYONDEVELOPMENTPATTERNSOFMODIFIABLELEARNERVARIABLESFOREXAMPLEMOTIVATION,BELIEFANDWAYANDTHEIRRELATIONSTHERESULTOFHERSTUDYSHOWSTHATTHERELATIONSAMONGTHEVARIABLESSUCHASMOTIVATIONANDLEARNINGWAYSAREQUITESTABLETHEREFORE,SHEMAKESTHEFOLLOWINGCONCLUSIONS1LEARNINGMOTIVATIONSHAVEINFLUENCEONLEARNINGATTITUDESANDWAYS,DEEPMOTIVATIONHAVEMUCHMOREINFLUENCETHANSURFACEMOTIVATIONONTHESECONDLANGUAGELEARNING;2DEEPMOTIVATIONANDSURFACEMOTIVATIONBOTHHAVEPOSITIVEIMPACTSONMANAGEMENTSTRATEGIES;3THEDEEPMOTIVATIONHASANEGATIVECORRELATIONWITHTHEWAYOFDEPENDINGONNATIVELANGUAGE,ANDTHESTRONGERTHEIRDEEPMOTIVATIONSARE,THELESSIMPOSSIBLYTHEYDEPENDONNATIVELANGUAGEZHANGYALING2001FINDSTHATMOTIVATIONHELDBYSTUDENTSWITHPOORACCUMULATIONHASSIGNIFICANTCORRELATIONWITHSTRATEGIESEMPLOYEDBYTHEMTHESELOWLYMOTIVATEDSTUDENTSTENDTOADOPTMORENEGATIVELEARNINGWAYS,ANDTHESEHIGHLYMOTIVATEDSTUDENTS,FREQUENTLY,TENDTOADOPTMOREACTIVEANDPOSITIVELEARNINGSTRATEGIES4本课题研究内容1INTRODUCETHEMOTIVATION,CLASSIFYANDTHEMODELS2THERELATIONBETWEENMOTIVATIONANDENGLISHLEARNING3THEFACTORTHATAFFECTLEARNINGMOTIVATION4MAKESUGGESTIONSONHOWTOIMPROVEENGLISHLEARNING

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