1、中学生英语学习动机的激发与培养本科设计(此文档为word格式，下载后您可任意编辑修改！) The Inspiration and Cultivation of Students Motivation on English Learningin Middle Schoolby高悦A thesis presented to the School of English Education ofXian International Studies Universityin partial fulfillment of the requirementsfor the degree ofBachelor
2、of ArtsMay5, 2014Class: 2010-1 Advisor: 赵花兰 西安外国语大学毕 业 论 文 开 题 报 告AcknowledgementsI would like to express my sincere thanks various ways to the development of this paper. First and foremost, I would like to express my most sincere gratitude to my mentor, Professor X. I am deeply indebted to accompli
3、shing this paper. Without , insightful criticism and expert guidance, the thesis would not completed. Secondly, I am also much obliged to the teachers in English education department for their enlightening instructions which I benefited a lot. Thirdly, thanks to the to my roommates and friends for t
4、heir thorough reading, and polishing the language of the paper. In addition, I am grateful to my beloved family for their constant support and encouragement financially and mentally all though these years. The Inspiration and Cultivation of the Students Motivation on English Learning in Middle Schoo
5、lAbstract:With the continuous development of globalization, researches on English language teaching paid much more attention than ever before. According to Jakobovits survey，we can see that motivation is one of the main affective factors that affect foreign language learning. However, previous studi
6、es were concentrated more on the classification of the learning motivation and theoretical research. Fewer researches on the relationship between motivation theory and teaching and the application of motivation theory are conducted before. In the article, first of all, the author expounds the defini
7、tion of previous scholars about motivation, from Pit Corder, Garnder, to Pintrich & Schunk, to Du Fuxing. Secondly, the author illustrates the traditional classification of motivation. Thirdly, three related theories are introduced in this paper. Fourthly, the author sums up the main problems of Chi
8、nese English learners in middle school: the anxiety in English classroom and exam-oriented learning mode. In order to solve those problems, the author suggests a series of methods for stimulating students learning motivation: Firstly, through establishing a basic motivational environment, let the st
9、udents study in a cheerful and positive learning environment; secondly, English teachers can enhance students autonomy with the application of collaborative learning mode; thirdly, exposed in the culture of target language, students can be inspired to develop the integrative motivation; fourthly, by
10、 increasing the English learners sense of self-efficacy and the attribution training, teachers can stimulate students English learning motivation. Sincerely, the author this paper can theory; English learning; attribution theory 摘要:关键词：动机理论；英语学习；归因理论Table of Contents1. Introduction.12. Theories of M
11、otivation .22.1 The Definition of Motivation.22.2 The Classification of Motivation.32.3 Attribution Theory.52.4 Self-Efficacy Theory.52.5 Drnyeis Three-Level Categorization.63. Main Problems in English Class in Middle School .73.1 Learners Anxiety in Classroom.73.2 Exam-Oriented Learning Mode .74. M
12、ethods of Inspiring and Cultivating Students Motivation .84.1 To Create a Pleasant and Supportive Learning Environment.84.2 The Application of Collaborative Learning.94.3 To Familiarize Learners with Target Language Culture.104.4 To Generate Students Motivation.114.4.1 To Enhance Students Sense of S
13、elf-Efficacy and Their Confidence.114.4.2 Attribution Training.135. Conclusion.14References.151. IntroductionMotivation is so important that many second language researchers researching on it in the last three decades. One of the most general and well known dimensions in motivation theory is intrins
14、ic and extrinsic motivation. Generally speaking, internal motivation is regarded as a central motivator in the educational process. Meanwhile, cognitive motivation theories, as a kind of theory laid more stress on the learners internal thoughts, beliefs and emotions rather than the external environm
15、ent, are emphasized in this paper. In the 1990s, the Hungarian scholar Dornyei puts forward a comprehensive theory of motivation. This theoretical framework divides all the motivation components into three levelsthe level of language, the level of learners, the level of learning situation. Dornyeis
16、theory illustrates that learning motivation of foreign language is not only related to the learning subject (learners), but also related to the learning object( target language) and learning situations. For the first time, studies with language teaching and learning closely, providing a theoretical
17、base for inspiring students learning motivation. However, previous studies focus more on the classification of the learning motivation and theoretical research. Fewer researches on the relationship between motivation theory and teaching and the application of motivation theory are conducted before.
18、In this thesis, first of all, the author expounds the definition of previous scholars about motivation, from Pit Corder, Garnder, to Pintrich & Schunk, to Du Fuxing. Secondly, the author illustrates the traditional classification of motivation: integrative motivation and instrumental motivation, int
19、ernal motivation and external motivation. Thirdly, the author sums up the main problems of Chinese English learners in middle school: the anxiety in English classroom and exam-oriented learning mode. In order to solve those problems, the author suggests a series of methods for stimulating students l
20、earning motivation.2. Related Theories of MotivationIn this section, the author illustrates some basic conception, including definition and classification of motivation and analyzes some closely relevant motivation theories which are applied in the methods to inspire and motivate students learning m
21、otivation.2.1 The Definition of MotivationThe study of motivation is a prominent area both in the fields of psychology and education. Before we conclude those methods for English teachers for stimulating students foreign language learning, the author believes it is essential to illustrate that what
22、motivation is. According to Gardner, motivation refers to the combination of effort plus desire to achieve the goal of learning the language. (Gardner,1985). His theory about foreign language learning motivation is regarded as starting point for other researches.Brophy put forward a definition that
23、“Motivation is a theoretical construct used to explain the initiation, direction, intensity, and persistence of behavior, especially goal-directed behavior” (Brophy, 1998)Another definition made by Pintrich and Schunk suggests: “Motivation is the process whereby goal-directed activity is instigated
24、and sustained”. “Motivation is a process rather than a product. As a process, we do not observe motivation directly but we infer it from such behaviors as a choice of tasks, efforts, persistence, or verbalization” (Pintrich & Schunk , 1996). 2.2 Classification of MotivationAccording to learning goal
25、s and needs, four major kinds of motivations identified: integrative and instrumental motivation, intrinsic and extrinsic motivation. Instrumental and Integrative MotivationOne of the best-known and in second language learning is that of Robert Gardnder and Wallace Lambert (1972). They made extensiv
26、e studies on foreign language learners in Canada, several parts of United States and the Philippines, and classified two types of motivation: instrumental and integrative motivation.It is thought that students who are successful English learners are those who like the people that speak the language,
27、 admire the culture and integrate in to the society in which the language is used(Falk, 1978). Yet the instrumental motivation is the motivation of the learner to learn a language for some external goals or pragmatic reasons. According to Gardner & Lambert (1959), it is instrumental motivation that
28、pushes learners to pursue the actual values and advantage of a target language. They try their best to acquire a language for some functional reasons: to pass an examination, to read and translate the news or books, to watch foreign films, to go abroad, to get a better job, or to get more opportunit
29、ies on their career and so on. Undoubtedly, the instrumental motivation is essential elements of success, it is integrative motivation that found to sustain long term effort when learning a second language (Tayor, Meynard and Rheault 1997). In some of early researches conducted by Garnder and Lamber
30、t integrative motivation was viewed as being of more importance in a formal learning environment than instrumental motivation (Ellis 1997). Those can support that an integrative approach to language study is usually more language learning. Intrinsic and Extrinsic Motivation Another dimension of moti
31、vation is the classification of intrinsic and extrinsic motivation (Deci, 1975; Deci & Ryan, 1985). Edward Deci (1975) defined intrinsic motivation:Intrinsically motivated activities are ones in which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward. Intrinsic motivation originates from the learners interest in language learning, a
