大学生英语学习动机的研究英语专业毕业论文.docx

1、大学生英语学习动机的研究英语专业毕业论文 A Study on Motivation of College Students in English LearningAbstract： Based on the concept of the learning motivation and its development， this paper points outs the main factors influencing the English learning motivation in Chinese college students. Through the motivational q

2、uestionnaire of 60 students in Yinxing International Hospitality Management College， this article draws from the related scholars and historical reviews， and analyzes the main factors affecting the English learning motivation of college students from the students internal， social and educational per

3、spectives. The purpose of this paper is to put forward four strategies to stimulate the English learning motivation。 These four strategies can help students enhance the ability to learn English that： 1） to communicate with the English teachers actively， in order to establish a good relationship betw

4、een teachers and students; 2) to evaluate and attribute reasonably the students English learning; 3) to enhance their interest in English learning through a variety of ways； 4) to develop students sense of social responsibility and selfworth。Key words：College students； English learning motivation; m

5、ajor factors； strategies大学生英语学习动机的研究摘要： 本文从学习动机的概念及其发展出发，着重研究了影响我国大学生英语的学习动机的主要因素。论文通过对本校60名大学生英语学习动机的相关问卷调查，并借鉴相关学者研究的观点,从学生自身内部,社会和学校教育三个角度分析出了影响当今大学生英语学习动机的主要因素， 旨在为大学生提出一些激发英语学习动机的策略。本文为激发大学生英语学习动机, 帮助大学生提升英语学习的能力提出了四个策略：1）要主动与英语老师沟通交流，以便建立一个良好的师生关系;2）要对自己的英语学习进行合理的评价及其归因；3）通过多种方式来提升自己对英语的学习兴趣；4

6、）培养自身的社会责任感和自我价值观。关键词：大学生;英语动机；主要因素；策略ContentsA Study on Motivation of College Students in English Learning1. Introduction Nowadays, English language has played an important role in the world, so in the university learning and mastering English also become a compulsory course in China。 English is an

7、 important tool for exchanging information and expressing inner thoughts. The elevation of English learning bases on a long period which includes listening， speaking, reading and writing. In order to learn this language better, the proper motivation has been regarded as the most dynamic factors affe

8、cting the English learning。 Just as Corder (1981) put it， “given motivation, anyone can learn a language. Up to now, many researches have been conducted to describe and analyze the motivation of college students in English learning. The word “motivation” has appeared in the book in 1930s officially.

9、 Motivational level is reflected by the learners motivational behavior and its influenced by many motivational variables。 In recent years, much work has been done to research into the motivational variables. Gardner (1972） and Lambert (1972）， as pioneers in the field of SLA， have researched into mot

10、ivation mainly from socialpsychological dimension and divided motivation into integrative motivation and instrumental motivation. In the 1990s， researchers of second languages had not only conducted research from this dimension， but also introduced some other kinds of motivations and motivational va

11、riables comprehensively from many other perspectives。 Many Chinese linguists have attached great importance to motivation study in LEFL in recent years. The main research on Chinese students English learning motivation includes Liu Runqing and his colleagues study of “The Main Determinants of Englis

12、h Majors Language Learning Situation” （1991）. Most research takes motivation as one of the determinants of language learning achievement and investigates the influence of motivation on English learning. But few studies have analyzed the factor effecting the motivation of college students in English

13、learning from intrinsic and external perspective。 So this paper aims at researching the learning motivation of college students in China. And it analyzes the motivational questionnaire of 60 college English learners, and further analyzes of the main factors affecting English learning motivation from

14、 intrinsic and external perspective of college students. The last the author offers some suggestion on how to stimulate the motivation in English learning.2。 Motivation on English learningThis chapter introduces several different famous definitions of motivation and some recognized classifications o

15、f motivation. What will be discussed in this chapter is the theoretical basis of the study。2.1 Definitions of learning motivationThe word of motivation is derived from the Latin term “motivus （a moving cause), which suggests the activating properties of the processes involved in psychological motiva

16、tion. Although researchers acknowledge unanimously the importance of motivation in foreign language learning, so far there has been no general agreement on the definition of motivation. Here are some definitions provided by some specialists。 Keller (Crookes & Schmidt， 1991， p.219) defines motivation

17、 as: “the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect”. This definition is too simple and gives people an initial idea about what motivation is。Gardner (1997） defines motivation in his socialpsychological m

18、odel as referring to “the combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes towards learning the language”.Heckhausen （Dornyei， 1998, p。43) sees motivation as a global concept for a variety of processes and effects whose common core is the realiz

19、ation that an organism selects a particular behavior because of expected consequences, and then implements it with some measure of energy， along a particular path.Williams and Burden (刘东楼, 2002, p。58） define motivation as “a state of cognitive and emotional arousal, which leads to a conscious decisi

20、on to act, and which gives rise to a period of sustained intellectual in order to attain a previous set goals”.He Zhaoxiong (高一虹, 2003, p.43) thinks motivation as “a progress whereby a certain amount of instigation force arises, initiates action， and persists as long as no other force comes into pla

21、y to weaken it and thereby terminate action， or until the planned outcome has been reached”.2.2 The classification of learning motivationIn the light of the views from different branches of psychology, motivation is generally classified into two types: intrinsic and extrinsic motivation, proposed by

22、 cognitive psychologists, which focus on the reasons why people choose to act in certain ways； and integrative and instrumental motivation, initiated by Robert Gardner and Wallace Lambert （1985）， which represents reasons for studying the language.2。2。1 Intrinsic motivation and extrinsic motivationCo

23、gnitive psychologists classify motivation into two types： intrinsic and extrinsic motivation. Intrinsic motivation deals with behavior performed for its own sake in order to experience pleasure and satisfaction, such as the joy of doing a particular activity or satisfying ones curiosity。 While extri

24、nsic motivation performs a behavior as a means to an end that is receiving some extrinsic reward or to avoid punishment。 The reason might be related to the traits of situational motivation. The students dominated by that motivation are easily affected by the external environment, such as teachers, t

25、extbooks, or the classes they are studying in。 Their most typical feature is the dependence on the actual situation they are involved in， which means if they are satisfied with the external environment, they would like to devote into the study of English; otherwise, they would not.2.2。2 Integrative

26、motivation and instrumental motivationThis famous classification was firstly made by Gardner and Lambert (1959). Gardner and Lambert are pioneers in the field of SLA. Integrative motivation refers that the desire to achieve proficiency in the target language in order to know the target culture and b

27、e identified in the target language community. They get pleasure and satisfaction from the language itself. The attractive culture of the community is another factor that drives learners to learn. Integrative motivation is an essential requirement for successful language learning. However, learning

28、English for college students in China is a complicate process. Most important exams of entrance have certain requirements for English, some college students learning English just meet the demand of tests。 Nowadays, our composite society demands these talents who can master the multiple working abili

29、ty。 So study the English language is to make the good preparation for steeping into society and seeking for a satisfied job. Above these motivation can be called “instrument motivation”.3。 The research on the English learning motivation In this chapter， the author will introduce the survey which inc

30、ludes purpose， procedure and results. It analyzes the motivational questionnaires of 60 college English learners， which makes preparation for the next chapter that analyzes the factors effecting the English learning motivation。 3.1 Description of the researchThe research of English learning motivati

31、on in college students is made by Gao Yihong who is the professor of foreign language department in Peking university， which is the latest and greatest achievements for Chinese scholars in recent years。 The author draws the questionnaire from Gao Yihong professor (高一虹, 2003）. In the course of analyz

32、ing the research， percentage was calculated from each item across all questionnaires. The author analysis the factors influencing English learning motivation based on the percentage。 This questionnaire was made among 60 students in Yinxing International Hospitality Management College。It consists 30

33、items in the Gao Yihongs questionnaire. There are five answers on the each question, which used a 5point scale, with the following answer： 1 （strongly disagree), 2 （disagree）, 3 (no clear answer), 4 (agree)， 5 (strongly agree). The 30 items are divided into six parts based on the Gao Yihongs research achievem