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,mostofparentssendthechildrentosomeafter-schoolEnglishclassesontheweekendsinthehopeofpromotingthechildrensEnglishlearning,yetsomeoftheteachersandparentsareinfrustrationofrecognitionofthechildrenslowattitudeandgradesinEnglishlearning.Therefore,asshouldknowthepsychologicaltheoryandtheprocessofEnglishlearninginordertoencourageandenhancetheEnglishlearningofstudents.国内外研究现状及发展趋势(含文献综述):MyresearchismainlyonsecondlanguageacquisitionofstudentsattitudeandlearningdefinitiononmotivationandEnglishlearning.Inthestudyofthesecondlanguageacquisition,PolitzerandMcGroarty(1985)drawaconclusionthatlearnersgoalsarelikelytodeterminestrategyuse.OxfordandNyikos(1989)reportformallythatmotivationisrelatedtolanguagelearningstrategies.Theycometoaconclusionthatthedegreeofexpressedmotivationisthesinglemostpowerfulinfluenceonthechoiceoflanguagelearningstrategies;highmotivatedlearnersusemorestrategiesrelatingtoformalpractice,functionalpracticeandconversationalinputelicitationthandopoorlymotivatedlearners.AfterstudyingthereasonsthatadultstudentslearnEnglishforcareerattheUSForeignServiceInstitute,Ehrman(1990)pointsoutthataninstrumentalmotivationcanresultinapreferenceforcommunicative-orientedstrategies.RodEllis(1997)findsthatthestrengthoflearnersmotivationcanbeexpectedtohaveacausaleffectonthequantityoflearningstrategiestheyemploy.Thetypeofmotivationmayalsoinfluencestrategychoice.Okada,etal.(1996)conductanexploratorystudyontherelationshipoflearningstrategyuseandmotivationinforeignlanguagelearningcontext.SubjectsinvestigatedaroundtheUSarestudyingeitherJapaneseorSpanishatthecollegelevel.Theresultofthisstudyshowsthatthereissignificantcorrelationbetweenmotivationandstrategyuseforeachlanguagegroup.InChina,studiesonEnglishlearningmotivationandEnglishlearningwayshavebeencarriedoutlargely.However,thesetwovariablesarestudiedseparatelybymostofresearchers.OnlyfewofthemhavestudiedtherelationshipbetweenEnglishlearningmotivationandEnglishlearningways.ZhangJianzhongandYuHongzhen(1998)pointoutthatthelearnerslearninggoalswilldeterminethestrategiesemployedgythem.WhetherthelearnersstudyEnglishforfindinggoodjobsorenhancingpersonalcompetence,theyalwayschoosethecorrespondingwaystoachievetheirlearninggoalsJiangZukang(2000)claimsthatthelearnerslearningmotivationinfluencedtheirlearningwayschoices.WenQiufang(2001)carriesoutastudyondevelopmentpatternsofmodifiablelearnervariables(forexample.motivation,beliefandway)andtheirrelations.Theresultofherstudyshowsthattherelationsamongthevariablessuchasmotivationandlearningwaysarequitestable.Therefore,shemakesthefollowingconclusions:1)learningmotivationshaveinfluenceonlearningattitudesandways,deepmotivationhavemuchmoreinfluencethansurfacemotivationonthesecondlanguagelearning;2)deepmotivationandsurfacemotivationbothhavepositiveimpactsonmanagementstrategies;3)Thedeepmotivationhasanegativecorrelationwiththewayofdependingonnativelanguage,andthestrongertheirdeepmotivationsare,thelessimpossiblytheydependonnativelanguage.ZhangYaling(2001)findsthatmotivationheldbystudentswithpooraccumulationhassignificantcorrelationwithstrategiesemployedbythem.Theselowlymotivatedstudentstendtoadoptmorenegativelearningways,andthesehighlymotivatedstudents,frequently,tendtoadoptmoreactiveandpositivelearningstrategies.4本课题研究内容1.Introducethemotivation,classifyandthemodels2.TherelationbetweenmotivationandEnglishlearning3.Thefactorthataffectlearningmotivation4.MakesuggestionsonhowtoimproveEnglishlearning