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,tendtoadoptmoreactiveandpos