完整版中学生英语学习动机的激发与培养本科毕业设计.docx

完整版中学生英语学习动机的激发与培养本科毕业设计.docx

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完整版中学生英语学习动机的激发与培养本科毕业设计

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

姓名

性别

班级

学号

毕业论文题目：

中学生英语学习动机的激发与培养

TheInspirationandCultivationoftheStudents’Motivation

onEnglishLearninginMiddleSchool

任务起止日期：

年月日至年月日

毕业论文主要内容及参考文献：

随着全球化的不断发展，“英语热”一直有增无减，关于英语教学的研究也因此倍受重视。

Jakobovits经过调查发现，影响外语学习的几个因素中，动机占33％，与才能所占比重持平（Jakobovits，1970:

86）。

“外语学习动机是语言学习者个体因素中最具能动性的因素之一”（秦晓晴,2002）。

可见动机是影响外语学习的主要情感因素之一。

根据学习动机来源，可以分为内部学习动机和外部学习动机。

这种划分对教育实践有重要的应用价值。

内部动机是指学习活动本身能使学生得到情绪上的满足，从而产生成就感，在教学中比较常用。

动机理论中，自我效能论（Bandula，1977）、期望—价值理论（J·Atkinson）等都可以指导激发学生的内部动机。

同时，由联结主义学习理论家提出的强化理论可以指导激发学生的外部动机,例如很多学生想得到老师的奖励和表扬等。

然而以前的研究还是多集中在学习动机的分类和理论研究上，较少涉及动机理论与教学的关系及动机理论在具体教学活动中的应用。

作者以认知主义当中的归因理论和成就动机理论，Dörnyei的三层次动机理论以及Cross-culturalCommunicationTheory为理论基础，结合我国中学英语教学中所出现的主要问题,提出了有效的激发培养初中生学生动机的方法，更好得提高英语教学质量。

参考文献：

[1]Gardner,R.C.SocialPsychologyandLanguageLearning:

theroleofattitudeandmotivation[M]

[2]ZoltánDörnyei&EmaUshioda.Motivation,LanguageIdentityandTheL2self

[3]杜福兴.2003.谈英语学习动机及其激发与保持.外语教学,24（4）:

51-58.

指导教师（签名）

 年11月20日

Acknowledgements

Iwouldliketoexpressmysincerethanksheretothosewhohavecontributedgreatlyinvariouswaystothedevelopmentofthispaper.Firstandforemost,Iwouldliketoexpressmymostsinceregratitudetomymentor,ProfessorX.Iamdeeplyindebtedtoherencouragement,valuableinstructionsandsuggestionsinaccomplishingthispaper.Withoutherpatientinstruction,insightfulcriticismandexpertguidance,thethesiswouldnothavebeencompleted.Secondly,IamalsomuchobligedtotheteachersinEnglisheducationdepartmentfortheirenlighteninginstructionswhichIbenefitedalot.Thirdly,thankstothehelpfromtheLiberians,thispaperisfinishedmoreeasilyandfrequently.Thirdly,myheartfeltthanksaregiventomyroommatesandfriendsfortheirthoroughreading,andpolishingthelanguageofthepaper.Inaddition,Iamgratefultomybelovedfamilyfortheirconstantsupportandencouragementfinanciallyandmentallyallthoughtheseyears.

TheInspirationandCultivationoftheStudents’MotivationonEnglishLearninginMiddleSchool

Abstract:

Withthecontinuousdevelopmentofglobalization,researchesonEnglishlanguageteachinghavebeenpaidmuchmoreattentionthaneverbefore.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,theauthorhopesthatproblemsandcorrespondingmethodsdiscussedinthispapercanhelpEnglishteachersimprovethequalityofEnglishteaching.

Keywords:

motivationtheory;Englishlearning;attributiontheory

论中学生英语学习动机的激发和培养

摘要:

随着全球化的不断发展，“英语热”一直有增无减，关于英语教学的研究也因此倍受重视。

Jakobovits经过调查发现，影响外语学习的几个因素中，动机占33%，与才能所占比重持平，可见动机是影响外语学习的主要情感因素之一。

然而以前的研究还是多集中在学习动机的分类和理论研究上，较少涉及动机理论与教学的关系及动机理论在具体教学活动中的应用。

在文章中，作者首先阐述了以往的学者关于动机的定义,从PitCorder，Garnder,到Pintrich&Schunk,再到杜福兴。

继而在理解和总结的基础上，提出了自己的关于动机的定义。

其次，作者阐释了关于动机的传统分类，工具性动机和融合性动机，内部动机和外部动机。

再次，作者总结出中国中学英语学习者存在的主要问题:

英语课堂中的焦虑情绪和以考试为导向不良的英语学习模式。

同时针对这些问题，作者总结出部分动机理论，如：

认知主义当中的归因理论和成就动机理论，Dörnyei的三层次动机理论。

最后，在相关理论的指导下提出一系列激发培养学生学习动机的方法:

一，建立一个基本的动机培养环境，让学生处在一个愉悦并且积极的学习环境中；二，通过文化教学的方式让学生不断接触学习目标语文化（即英语国家文化）,以此来激发培养学生的融合性动机。

三，通过提高英语学习者的自我效能感和正确归因来激发学生英语学习动机。

衷心希望文章中所提出的问题和相应的对策方法能够对英语教学者有所启发，帮助他们更加有效的激发培养中学生英语学习动机，提高英语教学质量。

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

Asglobalizationcontinuestodevelop,Englishisbecomingmoreimportantthanever.Inmostmiddleschoolsinchina,Englishisanimportantandcompulsorysubjectforstudents.Inthatcase,researchesonEnglishlearninghavebeenpaidmoreattentionto.ThereareLotsoffactorsthatinfluencesecondlanguageacquisition,suchasmotivation,ability,learningstrategy,learningattitude,age,gender,etc.AccordingtoJakobovits’survey,amongthoseelements,motivationaccountsfor33%,ability33%,intelligence20%,others14%（Jakobovits,1970）.“Motivationonforeignlanguagelearningisoneofthemostdynamicfactorsinindividualfactorsoflanguagelearners（Qinxiaojing,2002）.Motivation,therefore,playsanimportantroleinaffectingforeignlanguageacquisition.

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

Inthe1990s,theHungarianscholarDornyeiputsforwardacomprehensivetheoryofmotivation.Thistheoreticalframeworkdividesallthemotivationcomponentsintothreelevels—theleveloflanguage,theleveloflearners,theleveloflearningsituation.Dornyei’stheoryillustratesthatlearningmotivationofforeignlanguageisnotonlyrelatedtothelearningsubject（learners）,butalsorelatedtothelearningobject（targetlanguage）andlearningsituations.Forthefirsttime,hecombinesthemotivationstudieswithlanguageteachingandlearningclosely,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.