Students Motivation of Learning English.docx

Students Motivation of Learning English.docx

《Students Motivation of Learning English.docx》由会员分享，可在线阅读，更多相关《Students Motivation of Learning English.docx（36页珍藏版）》请在冰豆网上搜索。

StudentsMotivationofLearningEnglish

WaystoEncourageStudents’MotivationofLearningEnglish

毕业设计（论文）开题报告

一.选题的依据及意义：

InrecentyearsinChina,learningEnglishhasbeenaveryprevalenttendencyandithasbecomemorepopularandurgentasChinasucceededinbiddingtoholdthe2008OlympicGamesandenteringintotheWorldTradeOrganization.Masteryofaforeignlanguage,especiallyEnglishisviewedasapassporttoone’sfuturesuccess,thus,moreandmorepeopleswarmintothetideofEnglishlearning.Inaddition,theEnglishlearnershavebecomeyoungerandyoungerthatEnglishcoursesaretaughtinGradeThreeorGradeOneofprimaryschoolsandeveninkindergartens.Furthermore,mostofparentssendthechildrentosomeafter-schoolEnglishclassesontheweekendsinthehopeofpromotingthechildren’sEnglishlearning,yetsomeoftheteachersandparentsareinfrustrationofrecognitionofthechildren’slowattitudeandgradesinEnglishlearning.Therefore,asshouldknowthepsychologicaltheoryandtheprocessofEnglishlearninginordertoencourageandenhancetheEnglishlearningofstudents.

国内外研究现状及发展趋势（含文献综述）：

Myresearchismainlyonsecondlanguageacquisitionofstudents'attitudeandlearningdefinitiononmotivationandEnglishlearning.

Inthestudyofthesecondlanguageacquisition,PolitzerandMcGroarty（1985）drawaconclusionthatlearners’goalsarelikelytodeterminestrategyuse.OxfordandNyikos（1989）reportformallythatmotivationisrelatedtolanguagelearningstrategies.Theycometoaconclusionthatthedegreeofexpressedmotivationisthesinglemostpowerfulinfluenceonthechoiceoflanguagelearningstrategies;highmotivatedlearnersusemorestrategiesrelatingtoformalpractice,functionalpracticeandconversationalinputelicitationthandopoorlymotivatedlearners.AfterstudyingthereasonsthatadultstudentslearnEnglishforcareerattheUSForeignServiceInstitute,Ehrman（1990）pointsoutthataninstrumentalmotivationcanresultinapreferenceforcommunicative-orientedstrategies.RodEllis（1997）findsthatthestrengthoflearners’motivationcanbeexpectedtohaveacausaleffectonthequantityoflearningstrategiestheyemploy.Thetypeofmotivationmayalsoinfluencestrategychoice.Okada,etal.（1996）conductanexploratorystudyontherelationshipoflearningstrategyuseandmotivationinforeignlanguagelearningcontext.SubjectsinvestigatedaroundtheUSarestudyingeitherJapaneseorSpanishatthecollegelevel.Theresultofthisstudyshowsthatthereissignificantcorrelationbetweenmotivationandstrategyuseforeachlanguagegroup.

InChina,studiesonEnglishlearningmotivationandEnglishlearningwayshavebeencarriedoutlargely.However,thesetwovariablesarestudiedseparatelybymostofresearchers.OnlyfewofthemhavestudiedtherelationshipbetweenEnglishlearningmotivationandEnglishlearningways.ZhangJianzhongandYuHongzhen（1998）pointoutthatthelearners’learninggoalswilldeterminethestrategiesemployedgythem.WhetherthelearnersstudyEnglishforfindinggoodjobsorenhancingpersonalcompetence,theyalwayschoosethecorrespondingwaystoachievetheirlearninggoalsJiangZukang（2000）claimsthatthelearner’slearningmotivationinfluencedtheirlearningwayschoices.

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,classifyandthemodels

2.TherelationbetweenmotivationandEnglishlearning

3.Thefactorthataffectlearningmotivation

4.MakesuggestionsonhowtoimproveEnglishlearning

5本课题研究方案

StepAMakeabriefintroductionofthemotivation

StepBClassifyandanalyzethemodelsofthemotivation

StepCFineouttherelationbetweenmotivationandEnglishlearning

StepDResearchandanalyzepsychologyandthedefinitionofstudents’Englishlearning

StepEStatemyviewpointandgivewaysontheissuebytheresearchandleadtoaconclusion

6研究目标、主要特色及工作进度：

GoalofResearch:

TrytofindtheguidingprinciplesinmotivationandEnglishlearning

MainTraits:

descriptiveandanalytical,andsynthesis

2.21~3.6:

Completeallthepreparativework,includingproposalforselectingthetheme;literatureresearchandtranslation;

3.7~4.15:

Completethefirstdraft;

4.16~4.28:

Completetheseconddraft;

5.29:

Completethefinalversion;

5.30:

Writeanabstractofabout200wordsandfillinpaperform;

5.31~6.4:

Typing,oralpresentation,formfilling.

六、参考文献：

1.Ellisrod.SecondLanguageAcquisition[M].Shanghai:

ShanghaiforeignlanguageEducationPress,2000

2.DornyeiZoltan.TeachingAndResearchingMotivation[M].Beijing:

ForeignLanguageTeachingAndResearchingPresss.2005

3.Bandura,A.1991.Self-regulationofMotivationThroughAnticipatoryandSelf-reactiveMechanisms.NebraskaSymposiumonMotivation,39,69-164

4.Ehrman.M.E.1990.TheRoleofPersonalityTypeinAdultLanguageLearning:

AnOngoingInvestigation.InT.S.Parry&C.W.（eds.）Stransfield,LanguageAptitudeReconsidere.EnglewoodCliffs,NJ:

prenticeHallRegents,126-178

5.Ellis.R.1994.TheStudyofSecondLlangugeAcquisition.OxfordUniversityPress,516-542

6.MaslowA.H.1970.MotivationandPersonality.NewYork:

HarperandRow.

7.Oxford,r.l,&Nyikos,M.1989.VariablesAffectingChoiceofLanguageLearningStrategiesbyUniversityStudents.ModernLanguageJournal,73:

291-300

8.Politzer,R.L.&M.McGroarty.1985.AnExploratoryStudyofLearningBehaviorsandTheirRelationshiptoGainsinLinguisticandCommunicativeCompetence.TESOLQuaterly,19,103-124.

9.蒋祖康.2000，《第二语言习得研究》，北京：

外语教学与研究出版社。

10.文秋芳.2001，英语学习者动机、观念、策略的变化规律与特点，《外语与外语教学》，

（2）：

105-110

11.张亚玲，郭德俊，2001，学习基础较差学生的学习动机与学习策略特点研究，《首都师范大学学报》（社会科学版），（3）：

:

10-112

12.张兼中，俞红珍，1989，《英语教育心理学》，北京：

人民教育出版社.

13.邹庆铃.《AnInvestigationofEnglishLearningMotivationandStrategiesofHighVocationalStudents:

ACaseStudyofLaiwuVocationalCollege》，山东师范大学硕士学位论文，2009

14.倪雪华,《以课堂讨论激发中职学生英语学习动机的有效性研究》，上海师范大学硕士学位论文，2009

15.郭德俊.动机心理学——理论与实践[M].北京：

人民教育出版社，2005

16.王笃勤.英语教学策理论[M].北京：

外语教学与研究出版社，2002

17.王初明.应用心理学[M].长沙：

湖南教育出版社,1990:

95

18.张大均.教育心理学[M].北京：

人民教育出版社，2004

19.张成伟.黄良广.高职学生英语学习动机调查分析.常州信息职业技术学院报.2007年8月,第6卷第4期.

20.华惠芳.试论英语学习动机与策略研究,外语界1998年第三期

21.郭德俊.动机心理学—理论与实践[M]北京：

人民教育出版社，2005

22皮连生.学与教的心理学[M]上海：

华东师范大学出版社，2006

23.朱文彬，赵淑文.高等教育心理学[M].北京：

首都师范大学出版社，20

毕业论文任务书

一、毕业论文的要求和内容

1.Requirements

a）Thepapershouldhavesufficientacademicsignificancetofititstitleandshouldbewrittenbyyouinpersonratherthanacopyfromsomewhere.

b）Thepapershouldbenolessthan5000wordsinEnglish（notincludingthereferences）,andyourcontributionshouldbenolessthan3000words.

c）Quotations（directorindirect）shouldbeitalicizedorotherwiseindicated,andshouldnotexceed2000wordsaltogether.Referencesshouldbenolessthan4items.（ConsultingReading&WritingAcrossCurriculum,Chapter1~5forthewaytoindicatequotationsandreferences.）

d）Pleasestrictlyabidebytheformatprescribedbythedepartment.

2.Theunderlinedsectionisthefocusfordevelopingyourtopic

1.应用语言学专题研究

2.语言学专题研究

3.东西方语言、文化、教育、哲学、思想、社会研究

4.东、西方价值对比研究（人生、工作、爱情、死亡、未来、伦理、道德、家庭观念、自立意识、宗教、亲情、认知、知行统一、科学/实践精神、社会意识、敬业精神等）

5.西方文学/历史/文化名人与作品研究

6.国际问题或国别专题研究

8.语言应用问题研究

9.热门社会问题探讨

10.教育理念和思想研究

初选题目：

WaystoEncourageStudents’MotivationofLearningEnglish

二、研究方案、目标

1.ProgressSchedule

1）Completeliteratureresearch（文献调查）andselectionoftheme（Atleast5referencesourcesarerequired,andthethememustbeofacademicsignificance.）

2）WriteTheProposalforyourpaper;trytospecifyyourtheme,mainargument,approach,andthegeneralorganizationofyourpaper.

3）Begintowritethefirstdraftandhandinforfirstinspection.

4）Revisethepaperaccordingtothefeedbackfromthetutorandhandintheseconddraft.Completethefinalversion.

5）Writeanabstractofabout200words,fillinpaperform,typeandprintthepaper（in3copies）,andhandinthemandpreparefororalpresentation.

6）Oralpresentation

2.Suggestionforwriting

StepAIntroduceatopicwhichdeservesdiscussingacademically.

StepBTrytodefinetheissue,thatis,trytosaywhatistobeincludedinyourdiscussionandtowhatextent.

StepCTrytoreviewwhatotherpeoplesayabouttheissue,summarize,classifyandanalyzetheirstatement.

StepDTrytostateyourownopinionorviewpointonthatissueideallywithawellformulatedargument.

StepEDevelopyourargumentandleadtoaconclusion.

三、阅读书目清单、

1.Ellisrod.SecondLanguageAcquisition[M].Shanghai:

ShanghaiforeignlanguageEducationPress,2000

2.DornyeiZoltan.TeachingAndResearchingMotivation[M].Beijing:

ForeignLanguageTeachingAndResearchingPresss.2005

3.Bandura,A.