ways to encourage students’ motivation of learning english

1、<p>　　密級： </p><p><b>　　科</b></p><p>　　SCIENCE AND TECHNOLOGY </p><p>　　學(xué) 士 學(xué) 位 論 文</p><p>　　THESIS OF BACHELOR</p><p>　?。?010年1

2、1月14日 — 2011年6月5日）</p><p>　　題 目 Ways to Encourage Students’ Motivation of Learning English </p><p>　　學(xué) 科 部： 人 文 學(xué) 科 部

3、 </p><p>　　專 業(yè)： 英 語 </p><p>　　班 級： 2007級5班 </p><p>　　學(xué) 號： </p><p>　　學(xué)生姓名： &l

4、t;/p><p>　　指導(dǎo)教師： </p><p>　　起訖日期： 2010年11月14日~2011年6月5日 </p><p>　　畢業(yè)設(shè)計（論文）開題報告</p><p>　　題 目： Ways to Encourage Students’ Motivation of Learning Englis

5、h </p><p>　　學(xué) 科 部： 人 文 學(xué) 科 部 </p><p>　　專 業(yè)： 英 語 </p><p>　　班 級： 07 英 語 5 班 </p>

6、<p>　　學(xué) 號： </p><p>　　姓 名： </p><p>　　指導(dǎo)教師： </p><p>　　填表日期： 2011 年 03 月 20 日 </p>

7、<p>　　一. 選題的依據(jù)及意義：</p><p>　　In recent years in China, learning English has been a very prevalent tendency and it has become more popular and urgent as China succeeded in bidding to hold the 2008 Olymp

8、ic Games and entering into the World Trade Organization. Mastery of a foreign language, especially English is viewed as a passport to one’s future success, thus, more and more people swarm into the tide of English learni

9、ng. In addition, the English learners have become younger and younger that English courses are taught in Gra</p><p>　　國內(nèi)外研究現(xiàn)狀及發(fā)展趨勢（含文獻(xiàn)綜述）：</p><p>　　My research is mainly on second language acqui

10、sition of students' attitude and learning definition on motivation and English learning. </p><p>　　In the study of the second language acquisition, Politzer and McGroarty (1985) draw a conclusion that le

11、arners’ goals are likely to determine strategy use. Oxford and Nyikos (1989) report formally that motivation is related to language learning strategies. They come to a conclusion that the degree of expressed motivation i

12、s the single most powerful influence on the choice of language learning strategies; high motivated learners use more strategies relating to formal practice, functional practice</p><p>　　In China, studies on

13、English learning motivation and English learning ways have been carried out largely. However, these two variables are studied separately by most of researchers. Only few of them have studied the relationship between Engl

14、ish learning motivation and English learning ways .Zhang Jianzhong and Yu Hongzhen (1998) point out that the learners’ learning goals will determine the strategies employ edgy them. Whether the learners study English for

15、 finding good jobs or enhancing persona</p><p>　　WenQiufang (2001) carries out a study on development patterns of modifiable learner variables (for example. motivation, belief and way) and their relations. T

16、he result of her study shows that the relations among the variables such as motivation and learning ways are quite stable. Therefore, she makes the following conclusions:1)l earning motivations have influence on learning

17、 attitudes and ways, deep motivation have much more influence than surface motivation on the second language learning;2)de</p><p>　　Zhang Yaling (2001) finds that motivation held by students with poor accumu

18、lation has significant correlation with strategies employed by them. These lowly motivated students tend to adopt more negative learning ways, and these highly motivated students, frequently, tend to adopt more active an

19、d positive learning strategies.</p><p><b>　　本課題研究內(nèi)容</b></p><p>　　1. Introduce the motivation, classify and the models</p><p>　　2. The relation between motivation and Eng

20、lish learning</p><p>　　3. The factor that affect learning motivation</p><p>　　4.Make suggestions on how to improve English learning</p><p><b>　　本課題研究方案</b></p>&l

21、t;p>　　Step A Make a brief introduction of the motivation</p><p>　　Step B Classify and analyze the models of the motivation</p><p>　　Step C Fine out the relation between motivation and Engl

22、ish learning</p><p>　　Step D Research and analyze psychology and the definition of students’ English learning </p><p>　　Step E State my viewpoint and give ways on the issue by the research and

23、 lead to a conclusion</p><p>　　研究目標(biāo)、主要特色及工作進(jìn)度：</p><p>　　Goal of Research: Try to find the guiding principles in motivation and English learning</p><p>　　Main Traits: descriptive and

24、 analytical, and synthesis</p><p>　　2.21~3.6: Complete all the preparative work, including proposal for selecting the theme; literature research and translation;</p><p>　　3.7~4.15: Complete the

25、first draft;</p><p>　　4.16~4.28: Complete the second draft;</p><p>　　5.29: Complete the final version;</p><p>　　5.30: Write an abstract of about 200 words and fill in paper form;<

26、;/p><p>　　5.31~6.4: Typing, oral presentation, form filling.</p><p><b>　　六、參考文獻(xiàn)：</b></p><p>　　1.Ellis rod . Second Language Acquisition [M]. Shanghai: Shanghai foreign lang

27、uage Education Press,2000</p><p>　　2.Dornyei Zoltan. Teaching And Researching Motivation [M]. Beijing: Foreign Language Teaching And Researching Presss.2005</p><p>　　3.Bandura, A. 1991. Self-reg

28、ulation of Motivation Through Anticipatory and Self-reactive Mechanisms. Nebraska Symposium on Motivation,39,69-164</p><p>　　4.Ehrman. M.E. 1990. The Role of Personality Type in Adult Language Learning: An O

29、ngoing Investigation. In T.S. Parry & C.W.(eds.) Stransfield, Language Aptitude Reconsidere .Englewood Cliffs, NJ:prentice Hall Regents,126-178</p><p>　　5.Ellis. R. 1994.The Study of SecondLlanguge Acqui

30、sition. Oxford University Press, 516-542</p><p>　　6.Maslow A.H.1970.Motivation and Personality. New York: Harper and Row.</p><p>　　7.Oxford, r.l,& Nyikos, M.1989. Variables Affecting Choice

31、of Language Learning Strategies by University Students. Modern Language Journal, 73:291-300</p><p>　　8.Politzer, R.L.& M. McGroarty. 1985. An Exploratory Study of Learning Behaviors and Their Relationshi

32、p to Gains in Linguistic and Communicative Competence. TESOL Quaterly, 19,103-124.</p><p>　　9.蔣祖康.2000，《第二語言習(xí)得研究》，北京：外語教學(xué)與研究出版社。</p><p>　　10.文秋芳.2001，英語學(xué)習(xí)者動機、觀念、策略的變化規(guī)律與特點，《外語與外語教學(xué)》，（2）：105-110&

33、lt;/p><p>　　11.張亞玲，郭德俊，2001， 學(xué)習(xí)基礎(chǔ)較差學(xué)生的學(xué)習(xí)動機與學(xué)習(xí)策略特點研究，《首都師范大學(xué)學(xué)報》（社會科學(xué)版），（3）：:10-112</p><p>　　12.張兼中，俞紅珍，1989，《英語教育心理學(xué)》，北京：人民教育出版社.</p><p>　　13.鄒慶鈴.《An Investigation of English Learning M

34、otivation and Strategies of High Vocational Students:A Case Study of Laiwu Vocational College》，山東師范大學(xué)碩士學(xué)位論文，2009</p><p>　　14.倪雪華, 《以課堂討論激發(fā)中職學(xué)生英語學(xué)習(xí)動機的有效性研究》，上海師范大學(xué)碩士學(xué)位論文，2009</p><p>　　15.郭德俊. 動機心

35、理學(xué)——理論與實踐 [M]. 北京：人民教育出版社，2005</p><p>　　16.王篤勤. 英語教學(xué)策理論 [M]. 北京：外語教學(xué)與研究出版社，2002</p><p>　　17.王初明. 應(yīng)用心理學(xué) [M]. 長沙：湖南教育出版社, 1990:95</p><p>　　18.張大均. 教育心理學(xué) [M]. 北京：人民教育出版社，2004</p>

36、;<p>　　19.張成偉.黃良廣. 高職學(xué)生英語學(xué)習(xí)動機調(diào)查分析. 常州信息職業(yè)技術(shù)學(xué)院報.2007年8月,第6卷第4期.</p><p>　　20.華惠芳. 試論英語學(xué)習(xí)動機與策略研究, 外語界1998年第三期</p><p>　　21.郭德俊. 動機心理學(xué)—理論與實踐 [M] 北京：人民教育出版社，2005</p><p>　　22皮連生. 學(xué)與

37、教的心理學(xué) [M] 上海：華東師范大學(xué)出版社，2006</p><p>　　23.朱文彬，趙淑文. 高等教育心理學(xué) [M]. 北京：首都師范大學(xué)出版社，20</p><p><b>　　科學(xué)技術(shù)學(xué)院</b></p><p><b>　　畢業(yè)論文任務(wù)書</b></p><p><b>　?。?/p>

38、文理科使用）</b></p><p>　　題 目： Ways to Encourage Students’ Motivation of Learning English </p><p>　　學(xué) 科 部： 人文學(xué)科部 </p><p>　　專 業(yè)

39、： 英 語 </p><p>　　班 級： 2007級5班 </p><p>　　學(xué) 號： 7030407229 </p><p>　　學(xué)生姓名： 柯 人 雁 </p><p>

40、　　起訖日期：2010年11月14日~2011年6月5日 </p><p>　　指導(dǎo)教師： 張 林 華 職稱： 教 授 </p><p>　　學(xué)科部主任： 張 升 陽 </p><p>　　審核日期： 2011年4月17日 </p><p><b>　

41、　說 明</b></p><p>　　1．畢業(yè)論文任務(wù)書由指導(dǎo)教師填寫，并經(jīng)系或?qū)I(yè)學(xué)科組審定，下達(dá)到學(xué)生。</p><p>　　2．進(jìn)度表由學(xué)生填寫，每兩周交指導(dǎo)教師簽署審查意見，并作為畢業(yè)論文工作檢查的主要依據(jù)。</p><p>　　3．學(xué)生根據(jù)指導(dǎo)教師下達(dá)的任務(wù)書獨立完成開題報告，1個月內(nèi)提交給指導(dǎo)教師批閱。</p><p

42、>　　4．本任務(wù)書在畢業(yè)論文完成后，與論文一起交指導(dǎo)教師，作為論文評閱和畢業(yè)論文答辯的主要檔案資料，是學(xué)士學(xué)位論文成冊的主要內(nèi)容之一。</p><p>　　密級： </p><p><b>　　科學(xué)技術(shù)學(xué)院</b></p><p>　　NANCHANG UNIVERSITY COLLEGE OF</p>&

43、lt;p>　　SCIENCE AND TECHNOLOGY </p><p>　　學(xué) 士 學(xué) 位 論 文</p><p>　　THESIS OF BACHELOR</p><p>　　（2010年11月14日 — 2011年6月5日）</p><p>　　題 目 Ways to Encourage Students’ Mo

44、tivation of Learning English </p><p>　　學(xué) 科 部： 人 文 學(xué) 科 部 </p><p>　　專 業(yè)： 英 語 </p>&

45、lt;p>　　班 級： 2007級5班 </p><p>　　學(xué) 號： 7030407229 </p><p>　　學(xué)生姓名： 柯 人 雁 </p><p>　　指導(dǎo)教師： 張 林 華 <

46、;/p><p>　　起訖日期： 2010年11月14日~2011年6月5日 </p><p>　　南昌大學(xué) 科學(xué)技術(shù)學(xué)院</p><p>　　學(xué)士學(xué)位論文原創(chuàng)性申明</p><p>　　本人鄭重申明：所呈交的論文是本人在導(dǎo)師的指導(dǎo)下獨立進(jìn)行研究所取得的研究成果。除了文中特別加以標(biāo)注引用的內(nèi)容外，本論文不包含任何其他個人或集體已經(jīng)發(fā)表或撰寫的成果

47、作品。對本文的研究作出重要貢獻(xiàn)的個人和集體，均已在文中以明確方式表明。本人完全意識到本申明的法律后果由本人承擔(dān)。</p><p>　　作者簽名： 日期：</p><p>　　學(xué)位論文版權(quán)使用授權(quán)書</p><p>　　本學(xué)位論文作者完全了解學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向國家有關(guān)部門或機構(gòu)送交論文的復(fù)印件

48、和電子版，允許論文被查閱和借閱。本人授權(quán)南昌大學(xué)可以將本論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存和匯編本學(xué)位論文。</p><p>　?。ㄕ堅谝陨舷鄳?yīng)方框內(nèi)打“√” ）</p><p>　　作者簽名： 日期：</p><p>　　導(dǎo)師簽名：

49、 日期：</p><p>　　鼓勵學(xué)生英語學(xué)習(xí)動機的方法 </p><p>　　專業(yè)： 07英語 學(xué)號：7030407229 學(xué)生姓名： 柯人雁 指導(dǎo)老師： 張林華</p><p><b>　　摘 要</b></p><p>　　動機在英語學(xué)習(xí)中有著至關(guān)重要的作用，因此，如何有效地調(diào)動學(xué)生的學(xué)習(xí)

50、動機是一個十分重要的問題。本文將闡述動機的重要性和提供一些有效的方法來激勵學(xué)生學(xué)習(xí)英語。首先,通過采用定義來了解什么是動機，然后闡述動機的分類，分別有工具型動機，歸附型動機，內(nèi)在動機和外在動機；動機的理論模式以及學(xué)習(xí)動機和英語學(xué)習(xí)之間的關(guān)系，最后通過借用（張成偉，黃良廣，2007.8）的調(diào)查結(jié)果來了解什么因素影響學(xué)生學(xué)習(xí)動機。再根據(jù)理論基礎(chǔ)和分析結(jié)果,提出了幾種行之有效的方法調(diào)動學(xué)生的英語學(xué)習(xí)。</p><p>

51、　　本文針對在校大學(xué)生學(xué)習(xí)情況提出五種方法：（1）改變教學(xué)觀念，改變教師角色；（2）正確評價學(xué)生在課堂上的行為；（3）創(chuàng)設(shè)問題情境，鼓勵學(xué)生積極思考；（4）構(gòu)建校園文化；（5）肯定學(xué)生自己的學(xué)習(xí)能力。這些方法也許并不全面，但還是希望它們對學(xué)生英語學(xué)習(xí)可以起到一定的作用。</p><p>　　關(guān)鍵詞：學(xué)習(xí)動機；大學(xué)學(xué)生；學(xué)習(xí)方法</p><p>　　Ways to Encourage Stu

52、dents’ Motivation of Learning English</p><p><b>　　Abstract</b></p><p>　　Motivation is the critical effect in English learning, thus, how to effectively motivate students in English l

53、earning is an important problem. In this paper will expound the importance of motivation and provide some ways to motivate students in English learning. At the first, the author will show the definition of motivation, An

54、d follow up to explains the classify of motivation that have instrumental and integrative motivation as well as intrinsic and extrinsic motivation; the motivation theory </p><p>　　This paper project five way

55、s with the situation of college students learning; (1) Change the concept of teaching, alter the role of teacher; (2) Correct value students’ behavior in class; (3) Set up question situation and inspire students’ positiv

56、e thought; (4) Build wholesome school culture; (5) Affirm students’ ability of own learning. The ways may not whole aspects, but the author hope that they can help a little with students’ English learning, either.</p&

57、gt;<p>　　Key words: Learning Motivation; College Students; Learning Ways</p><p><b>　　CONTENTS</b></p><p><b>　　摘 要I</b></p><p>　　AbstractII</p>

58、;<p>　　Chapter 1 Introduction1</p><p>　　Chapter 2 The Definition of Motivation……….....….....………..………….………1</p><p>　　2.1 Classify of Motivation……………………………….……..……………………….2</p><

59、p>　　2.1.1 Integrative motivation and instrumented motivation………………………………..2</p><p>　　2.1.2 Intrinsic motivation and extrinsic motivation…….………….……………………...3</p><p>　　2.2 Learning Motivation T

60、heory Models…………………………………………………...4</p><p>　　2.2.1 Behavior consolidation theory……….....……..….…..………....…………….……...4</p><p>　　2.2.2 Hierarchy of needs theory5</p><p>　　2.2.3 Self-e

61、ffect theory6</p><p>　　2.2.4 Achievement attribution theory.6</p><p>　　Chapter 3 Relation between Motivation and English Learning8</p><p>　　Chapter 4 Ways to Motivate Students in

62、 English Learning10</p><p>　　4.1 The Significance of Research…………………………….……………………....10</p><p>　　4.2 Analyze Result and Find out the Reason….....................................................

63、....................11</p><p>　　4.3 Ways to Motivate Students in English Learning……………….…………………….…...13</p><p>　　Chapter 5 Conclusion…………………………………………………………….....14</p><p>　　Referenc

64、es14</p><p>　　Acknowledgements15</p><p>　　Chapter 1 Introduction</p><p>　　Motivation is the initial source for people’ activities and it is the power for students learning. Thus,

65、learning motivation is considered as one of the most important variables that can affect one’ English learning psychologists and educationists have made many researches about motivation. For students, an English class is

66、 still to main way to learn English. Thus classroom teaching is the main way to arouse the students’ interests and their English learning motivation..</p><p>　　In recent years in China, learning English has

67、been a very prevalent tendency and it has become more popular and urgent as China succeeded in bidding to hold the 2008 Olympic Games and entering into the World Trade Organization. English is viewed as a passport to one

68、’s future success, thus, more and more people swarm into the tide of English learning. In addition, the English learners have become younger and younger that English courses are taught in different grades. Therefore, as

69、teachers shou</p><p>　　From chapter two, the author will expound the importance of motivation and provide some ways to motivate students in English learning. First, the author will show the definition of mot

70、ivation, and then explains the classify of motivation that have instrumental and integrative motivation as well as intrinsic and extrinsic motivation; the motivation theory models and the relation between learning motiva

71、tion and English learning, At last, borrowing （張成偉，黃良廣 2007.8）the result of investigate to know </p><p>　　Chapter2 Definition of Motivation</p><p>　　Motivation is generous complicated psychologi

72、cal phenomenon, the motivation psychologists definite the motivation as many and varied. For example, behaviorism psychologists explain motivation as stimulation, punishment, and strengthen. And think of action cause by

73、intrinsic and extrinsic excited. According to extrinsic comprehension, cognition psychologists think that human’ action is known as to reaction. In other word, behaviors are decided by human’ thought. It is not only deci

74、ded whether can</p><p>　　Famous scholar Gardner first gives out the definition of motivation at 1985, and contribution much in this field. He takes the definition of study motivation of second language as: “

75、make great effort of learning a language, as well as to achieve the objective language study and the attitude of well language.” (王篤勤 2002:25)</p><p>　　After eight years, Gardner and Maclntyre took the defin

76、ition of motivation as: “enforce a objective aspiration as well as achieve the objective to make great efforts.” （Dornyei 2005:50）</p><p>　　Both Williams and Burden who thought that motivation is an impetus

77、of cognition and emotion, it could impulsive people to make behavior decision with consciousness, and persist in rather great effort. So that it can achieve the desired target ((王篤勤 2002：26).yet in their opinion of motiv

78、ation, there are four aspects:1) study language’objective;2) make a great effort during study;3) enforce target’hope;4) the level of deep love for study. (ibid: 28)</p><p>　　Dornyei and Ottos thought that mo

79、tivation is a condition which stirs in trend through the intrinsic need to be choose and give first to consider and to take any action (whether it is succeed or not.),thereby it is the process of a cognition of psycholog

80、ical activity which is excited, guide, harmonious, magnify suspend and evaluated. (Dornyei 2005:9)</p><p>　　In view of this, although psychologists have different expound in motivation. All they think that m

81、otivation may guide and stir personal behavior, and excite personal effort to achieve goal. Thus in author’ opinion, students English Learning Motivation which is means the desire and the power of English learning. Engli

82、sh Leaning Motivation of college students is what they make English study as inward require, and let they real feel that learning English well can lay a solid foundation in plan, pr</p><p>　　2.1 Classify of

83、Motivation</p><p>　　2.1.1 Integrative motivation and instrumented motivation</p><p>　　There are many varieties in motivation but Brown sum up them as three points in follow in 1981: 1) global mo

84、tivation which means the general attitude in foreign language study; 2) situational motivation, such as in nature, learner’ motivation is different from class’s; 3) task motivation which is the concrete task motivation.

85、(戴煒棟 p.5)</p><p>　　Out of question, the most influence motivation study expert is Gardner and Lambert. They are take learning motivation as two big types: “Integrative Motivation” and “Instrumented Motivatio

86、n”. This is well-know motivation forward the most important factor affect in foreign language study. According to their definition, Integrative Motivation refer to the learner to the End Mass Organization which has been

87、real interested in particular taste; and wish to communication with member in the End Mass O</p><p>　　In view of social psychologist Gardner and Lambert both of them are toward on this motivation classified

88、form, on study motivation have huge effect, but also have some fixed limitations. Because this classify only put foreign language study motivation in the society and civilization’s micro circumstance. But it is not clear

89、 and definite state on foreign language learning motivation. May be affect my any other factor, for example, teacher course of study, teach school and so on any way. Just cons</p><p>　　2.1.2 Intrinsic motiva

90、tion and extrinsic motivation</p><p>　　Both teach professionally (teacher) and learners are understand that learning foreign language only to copy with test is not good idea, which will be not to have a real

91、 solid foundation. Foreign language learning contains intrinsic motivation and extrinsic motivation. Intrinsic motivation refer to personal inherent require which cause to the motivation. Such as students’ thirst for kno

92、wledge, study taste and so on. E.L.Deci thought that the main feature of intrinsic motivation is possessed abili</p><p>　　Learning motivation is an intrinsic drive power that pushes forward students to study

93、. The sense is a need of study, it is objective that society and in education need for students learning and it usually reaches in students mine. The function of learning motivation in learning activities: cause the affe

94、ct of learning, and contain act on study, strengthen in learning and adjust study affect.</p><p>　　2.2 Learning Motivation Theory Models</p><p>　　Due to there are many and varied explaining for

95、motivation psychologists to learning motivation, lead to motivation theory model also in a continue status. Moreover, it is raising much different motivation theory. Another will introduce five most affect motivation the

96、ory model, and these five theories will state in every different point of view, with overlapping each other. Although the different point of view are expound, there are a few opinion showing no difference they are. There

97、 is what is </p><p>　　2.2.1 Behaviors consolidation theory</p><p>　　Behaviors consolidation is put forward by behaviorism psychologists’ theories. And they thought that the action was stimulated

98、 through intrinsic or extrinsic, and then according to the pass experience or the usually form custom to take any measure.(皮連生 2006:290) Motivation is a behavior exciting power which stimulated by extrinsic. The same str

99、engthen the important factor to cause motivation. It builds the condition reflex with outside stimulation and learning reaction. Furthermore, through cont</p><p>　　Иван Петрович Павлов was the first person w

100、ho put forward strengthens the concept, all the work can take action to strengthen time, he thinks so, all conditional function which from this cause to change. The view of B.F Skinner from operation function entrusted t

101、o new meaning. In this opinion, organic matter which changes environment, may alter itself at the time, among them commend, this possess strengthen the meaning. There are two function of B.F Skinner’ strengthen operation

102、s; 1) promote org</p><p>　　On the basic time, Herl gives out his drive power to reduce theory and in his mind, that living requires is the only source of motivation and demand, it is necessary for causing ac

103、tion to reduce strengthen definition. Tolman who puts forward positional learning definition, and say that study was not take shape through strengthen to get trace and gives out the definition of potential learning (ibid