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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WaystoEncourageStudentsMotivationofLearningEnglish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WaystoEncourageStudentsMotivationofLearningEnglish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,learningEnglishhasbeenaveryprevalenttendencyandithasbecomemorepopularandurgentasChinasucceededinbiddingtoholdthe2008OlympicGamesandenteringintotheWorldTradeOrganization.Masteryofaforeignlanguage,especiallyEnglishisviewedasapassporttoonesfuturesuccess,thus,moreandmorepeopleswarmintothetideofEnglishlearning.Inaddition,theEnglishlearnershavebecomeyoungerandyoungerthatEnglishcoursesaretaughtinGradeThreeorGradeOneofprimaryschoolsandeveninkindergartens.Furthermore,mostofparentssendthechildrentosomeafterschoolEnglishclassesontheweekendsinthehopeofpromotingthechildrensEnglishlearning,yetsomeoftheteachersandparentsareinfrustrationofrecognitionofthechildrenslowattitudeandgradesinEnglishlearning.Therefore,asshouldknowthepsychologicaltheoryandtheprocessofEnglishlearninginordertoencourageandenhancetheEnglishlearningofstudents.国内外研究现状及发展趋势(含文献综述)MyresearchismainlyonsecondlanguageacquisitionofstudentsattitudeandlearningdefinitiononmotivationandEnglishlearning.Inthestudyofthesecondlanguageacquisition,PolitzerandMcGroarty1985drawaconclusionthatlearnersgoalsarelikelytodeterminestrategyuse.OxfordandNyikos1989reportformallythatmotivationisrelatedtolanguagelearningstrategies.Theycometoaconclusionthatthedegreeofexpressedmotivationisthesinglemostpowerfulinfluenceonthechoiceoflanguagelearningstrategieshighmotivatedlearnersusemorestrategiesrelatingtoformalpractice,functionalpracticeandconversationalinputelicitationthandopoorlymotivatedlearners.AfterstudyingthereasonsthatadultstudentslearnEnglishforcareerattheUSForeignServiceInstitute,Ehrman1990pointsoutthataninstrumentalmotivationcanresultinapreferenceforcommunicativeorientedstrategies.RodEllis1997findsthatthestrengthoflearnersmotivationcanbeexpectedtohaveacausaleffectonthequantityoflearningstrategiestheyemploy.Thetypeofmotivationmayalsoinfluencestrategychoice.Okada,etal.1996conductanexploratorystudyontherelationshipoflearningstrategyuseandmotivationinforeignlanguagelearningcontext.SubjectsinvestigatedaroundtheUSarestudyingeitherJapaneseorSpanishatthecollegelevel.Theresultofthisstudyshowsthatthereissignificantcorrelationbetweenmotivationandstrategyuseforeachlanguagegroup.InChina,studiesonEnglishlearningmotivationandEnglishlearningwayshavebeencarriedoutlargely.However,thesetwovariablesarestudiedseparatelybymostofresearchers.OnlyfewofthemhavestudiedtherelationshipbetweenEnglishlearningmotivationandEnglishlearningways.ZhangJianzhongandYuHongzhen1998pointoutthatthelearnerslearninggoalswilldeterminethestrategiesemployedgythem.WhetherthelearnersstudyEnglishforfindinggoodjobsorenhancingpersonalcompetence,theyalwayschoosethecorrespondingwaystoachievetheirlearninggoalsJiangZukang2000claimsthatthelearnerslearningmotivationinfluencedtheirlearningwayschoices.WenQiufang2001carriesoutastudyondevelopmentpatternsofmodifiablelearnervariablesforexample.motivation,beliefandwayandtheirrelations.Theresultofherstudyshowsthattherelationsamongthevariablessuchasmotivationandlearningwaysarequitestable.Therefore,shemakesthefollowingconclusions1learningmotivationshaveinfluenceonlearningattitudesandways,deepmotivationhavemuchmoreinfluencethansurfacemotivationonthesecondlanguagelearning2deepmotivationandsurfacemotivationbothhavepositiveimpactsonmanagementstrategies3Thedeepmotivationhasanegativecorrelationwiththewayofdependingonnativelanguage,andthestrongertheirdeepmotivationsare,thelessimpossiblytheydependonnativelanguage.ZhangYaling2001findsthatmotivationheldbystudentswithpooraccumulationhassignificantcorrelationwithstrategiesemployedbythem.Theselowlymotivatedstudentstendtoadoptmorenegativelearningways,andthesehighlymotivatedstudents,frequently,tendtoadoptmoreactiveandpositivelearningstrategies.4本课题研究内容1.Introducethemotivation,classifyandthemodels2.TherelationbetweenmotivationandEnglishlearning3.Thefactorthataffectlearningmotivation4.MakesuggestionsonhowtoimproveEnglishlearning

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