中学生英语学习动机的激发与培养本科设计.docx

中学生英语学习动机的激发与培养本科设计.docx

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中学生英语学习动机的激发与培养本科设计

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TheInspirationandCultivationofStudents’MotivationonEnglishLearning

inMiddleSchool

by

高悦

AthesispresentedtotheSchoolofEnglishEducationof

Xi’anInternationalStudiesUniversity

inpartialfulfillmentoftherequirements

forthedegreeof

BachelorofArts

May5,2014

Class:

2010-1

Advisor:

赵花兰

西安外国语大学

毕业论文开题报告

Acknowledgements

Iwouldliketoexpressmysincerethanksvariouswaystothedevelopmentofthispaper.Firstandforemost,Iwouldliketoexpressmymostsinceregratitudetomymentor,ProfessorX.Iamdeeplyindebtedtoaccomplishingthispaper.Without,insightfulcriticismandexpertguidance,thethesiswouldnotcompleted.Secondly,IamalsomuchobligedtotheteachersinEnglisheducationdepartmentfortheirenlighteninginstructionswhichIbenefitedalot.Thirdly,thankstothetomyroommatesandfriendsfortheirthoroughreading,andpolishingthelanguageofthepaper.Inaddition,Iamgratefultomybelovedfamilyfortheirconstantsupportandencouragementfinanciallyandmentallyallthoughtheseyears.

TheInspirationandCultivationoftheStudents’MotivationonEnglishLearninginMiddleSchool

Abstract:

Withthecontinuousdevelopmentofglobalization,researchesonEnglishlanguageteachingpaidmuchmoreattentionthaneverbefore.AccordingtoJakobovits’survey，wecanseethatmotivationisoneofthemainaffectivefactorsthataffectforeignlanguagelearning.However,previousstudieswereconcentratedmoreontheclassificationofthelearningmotivationandtheoreticalresearch.Fewerresearchesontherelationshipbetweenmotivationtheoryandteachingandtheapplicationofmotivationtheoryareconductedbefore.Inthearticle,firstofall,theauthorexpoundsthedefinitionofpreviousscholarsaboutmotivation,fromPitCorder,Garnder,toPintrich&Schunk,toDuFuxing.Secondly,theauthorillustratesthetraditionalclassificationofmotivation.Thirdly,threerelatedtheoriesareintroducedinthispaper.Fourthly,theauthorsumsupthemainproblemsofChineseEnglishlearnersinmiddleschool:

theanxietyinEnglishclassroomandexam-orientedlearningmode.Inordertosolvethoseproblems,theauthorsuggestsaseriesofmethodsforstimulatingstudentslearningmotivation:

Firstly,throughestablishingabasicmotivationalenvironment,letthestudentsstudyinacheerfulandpositivelearningenvironment;secondly,Englishteacherscanenhancestudents’autonomywiththeapplicationofcollaborativelearningmode;thirdly,exposedinthecultureoftargetlanguage,studentscanbeinspiredtodeveloptheintegrativemotivation;fourthly,byincreasingtheEnglishlearners'senseofself-efficacyandtheattributiontraining,teacherscanstimulatestudents'Englishlearningmotivation.Sincerely,theauthorthispapercantheory;Englishlearning;attributiontheory

摘要:

关键词：

动机理论；英语学习；归因理论

TableofContents

1.Introduction………………………………………………………………………..1

2.TheoriesofMotivation…………………………………………………………....2

2.1TheDefinitionofMotivation…………………………………………….........2

2.2TheClassificationofMotivation……...………………………………………3

2.3AttributionTheory……………………………………………………………..5

2.4Self-EfficacyTheory…………………………………………………………..5

2.5Dörnyei’sThree-LevelCategorization…………………………………….......6

3.MainProblemsinEnglishClassinMiddleSchool………………………............7

3.1Learners’AnxietyinClassroom……………………………………………….7

3.2Exam-OrientedLearningMode………………………………………............7

4.MethodsofInspiringandCultivatingStudents’Motivation…………..………....8

4.1ToCreateaPleasantandSupportiveLearningEnvironment……….................8

4.2TheApplicationofCollaborativeLearning…………………………………....9

4.3ToFamiliarizeLearnerswithTargetLanguageCulture………………...........10

4.4ToGenerateStudents’Motivation……...……………………………….........11

4.4.1ToEnhanceStudents’SenseofSelf-EfficacyandTheirConfidence…..11

4.4.2AttributionTraining………………………………….…………………13

5.Conclusion……………………………………………………………………….14

References…………………………………………………………………………...15

1.Introduction

Motivationissoimportantthatmanysecondlanguageresearchersresearchingonitinthelastthreedecades.Oneofthemostgeneralandwellknowndimensionsinmotivationtheoryisintrinsicandextrinsicmotivation.Generallyspeaking,internalmotivationisregardedasacentralmotivatorintheeducationalprocess.Meanwhile,cognitivemotivationtheories,asakindoftheorylaidmorestressonthelearner’sinternalthoughts,beliefsandemotionsratherthantheexternalenvironment,areemphasizedinthispaper.

Inthe1990s,theHungarianscholarDornyeiputsforwardacomprehensivetheoryofmotivation.Thistheoreticalframeworkdividesallthemotivationcomponentsintothreelevels—theleveloflanguage,theleveloflearners,theleveloflearningsituation.Dornyei’stheoryillustratesthatlearningmotivationofforeignlanguageisnotonlyrelatedtothelearningsubject（learners）,butalsorelatedtothelearningobject（targetlanguage）andlearningsituations.Forthefirsttime,studieswithlanguageteachingandlearningclosely,providingatheoreticalbaseforinspiringstudent’slearningmotivation.However,previousstudiesfocusmoreontheclassificationofthelearningmotivationandtheoreticalresearch.Fewerresearchesontherelationshipbetweenmotivationtheoryandteachingandtheapplicationofmotivationtheoryareconductedbefore.

Inthisthesis,firstofall,theauthorexpoundsthedefinitionofpreviousscholarsaboutmotivation,fromPitCorder,Garnder,toPintrich&Schunk,toDuFuxing.Secondly,theauthorillustratesthetraditionalclassificationofmotivation:

integrativemotivationandinstrumentalmotivation,internalmotivationandexternalmotivation.Thirdly,theauthorsumsupthemainproblemsofChineseEnglishlearnersinmiddleschool:

theanxietyinEnglishclassroomandexam-orientedlearningmode.Inordertosolvethoseproblems,theauthorsuggestsaseriesofmethodsforstimulatingstudentslearningmotivation.

2.RelatedTheoriesofMotivation

Inthissection,theauthorillustratessomebasicconception,includingdefinitionandclassificationofmotivationandanalyzessomecloselyrelevantmotivationtheorieswhichareappliedinthemethodstoinspireandmotivatestudents’learningmotivation.

2.1TheDefinitionofMotivation

Thestudyofmotivationisaprominentareabothinthefieldsofpsychologyandeducation.BeforeweconcludethosemethodsforEnglishteachersforstimulatingstudents’foreignlanguagelearning,theauthorbelievesitisessentialtoillustratethatwhatmotivationis.

AccordingtoGardner,motivationreferstothecombinationofeffortplusdesiretoachievethegoaloflearningthelanguage.（Gardner,1985）.Histheoryaboutforeignlanguagelearningmotivationisregardedasstartingpointforotherresearches.

Brophyputforwardadefinitionthat“Motivationisatheoreticalconstructusedtoexplaintheinitiation,direction,intensity,andpersistenceofbehavior,especiallygoal-directedbehavior”（Brophy,1998）

AnotherdefinitionmadebyPintrichandSchunksuggests:

“Motivationistheprocesswherebygoal-directedactivityisinstigatedandsustained”.“Motivationisaprocessratherthanaproduct.Asaprocess,wedonotobservemotivationdirectlybutweinferitfromsuchbehaviorsasachoiceoftasks,efforts,persistence,orverbalization”（Pintrich&Schunk,1996）.

2.2ClassificationofMotivation

Accordingtolearninggoalsandneeds,fourmajorkindsofmotivationsidentified:

integrativeandinstrumentalmotivation,intrinsicandextrinsicmotivation.

InstrumentalandIntegrativeMotivation

Oneofthebest-knownandinsecondlanguagelearningisthatofRobertGardnderandWallaceLambert（1972）.TheymadeextensivestudiesonforeignlanguagelearnersinCanada,severalpartsofUnitedStatesandthePhilippines,andclassifiedtwotypesofmotivation:

instrumentalandintegrativemotivation.

ItisthoughtthatstudentswhoaresuccessfulEnglishlearnersarethosewholikethepeoplethatspeakthelanguage,admirethecultureandintegrateintothesocietyinwhichthelanguageisused（Falk,1978）.Yettheinstrumentalmotivationisthemotivationofthelearnertolearnalanguageforsomeexternalgoalsorpragmaticreasons.AccordingtoGardner&Lambert（1959）,itisinstrumentalmotivationthatpusheslearnerstopursuetheactualvaluesandadvantageofatargetlanguage.Theytrytheirbesttoacquirealanguageforsomefunctionalreasons:

topassanexamination,toreadandtranslatethenewsorbooks,towatchforeignfilms,togoabroad,togetabetterjob,ortogetmoreopportunitiesontheircareerandsoon.Undoubtedly,theinstrumentalmotivationisessentialelementsofsuccess,itisintegrativemotivationthatfoundtosustainlongtermeffortwhenlearningasecondlanguage（Tayor,MeynardandRheault1997）.InsomeofearlyresearchesconductedbyGarnderandLambertintegrativemotivationwasviewedasbeingofmoreimportanceinaformallearningenvironmentthaninstrumentalmotivation（Ellis1997）.Thosecansupportthatanintegrativeapproachtolanguagestudyisusuallymorelanguagelearning.

IntrinsicandExtrinsicMotivation

Anotherdimensionofmotivationistheclassificationofintrinsicandextrinsicmotivation（Deci,1975;Deci&Ryan,1985）.EdwardDeci（1975）definedintrinsicmotivation:

Intrinsicallymotivatedactivitiesareonesinwhichthereisnoapparentrewardexcepttheactivityitself.Peopleseemtoengageintheactivitiesfortheirownsakeandnotbecausetheyleadtoanextrinsicreward.Intrinsicmotivationoriginatesfromthelearner’sinterestinlanguagelearning,a