ways to encourage students’ motivation of learning english激勵學(xué)生學(xué)習英語的方法

1、<p>　　Ways to Encourage Students’ Motivation of Learning English</p><p>　　激勵學(xué)生學(xué)習英語的方法</p><p>　　畢業(yè)設(shè)計（論文）開題報告</p><p>　　一. 選題的依據(jù)及意義：</p><p>　　In recent years in China

2、, learning English has been a very prevalent tendency and it has become more popular and urgent as China succeeded in bidding to hold the 2008 Olympic Games and entering into the World Trade Organization. Mastery of a fo

3、reign language, especially English is viewed as a passport to one’s future success, thus, more and more people swarm into the tide of English learning. In addition, the English learners have become younger and younger th

4、at English courses are taught in Gra</p><p>　　國內(nèi)外研究現(xiàn)狀及發(fā)展趨勢（含文獻綜述）：</p><p>　　My research is mainly on second language acquisition of students' attitude and learning definition on motivation a

5、nd English learning. </p><p>　　In the study of the second language acquisition, Politzer and McGroarty (1985) draw a conclusion that learners’ goals are likely to determine strategy use. Oxford and Nyikos (1

6、989) report formally that motivation is related to language learning strategies. They come to a conclusion that the degree of expressed motivation is the single most powerful influence on the choice of language learning

7、strategies; high motivated learners use more strategies relating to formal practice, functional practice</p><p>　　In China, studies on English learning motivation and English learning ways have been carried

8、out largely. However, these two variables are studied separately by most of researchers. Only few of them have studied the relationship between English learning motivation and English learning ways .Zhang Jianzhong and Y

9、u Hongzhen (1998) point out that the learners’ learning goals will determine the strategies employ edgy them. Whether the learners study English for finding good jobs or enhancing persona</p><p>　　WenQiufang

10、 (2001) carries out a study on development patterns of modifiable learner variables (for example. motivation, belief and way) and their relations. The result of her study shows that the relations among the variables such

11、 as motivation and learning ways are quite stable. Therefore, she makes the following conclusions:1)l earning motivations have influence on learning attitudes and ways, deep motivation have much more influence than surfa

12、ce motivation on the second language learning;2)de</p><p>　　Zhang Yaling (2001) finds that motivation held by students with poor accumulation has significant correlation with strategies employed by them. The

13、se lowly motivated students tend to adopt more negative learning ways, and these highly motivated students, frequently, tend to adopt more active and positive learning strategies.</p><p><b>　　本課題研究內(nèi)容&l

14、t;/b></p><p>　　1. Introduce the motivation, classify and the models</p><p>　　2. The relation between motivation and English learning</p><p>　　3. The factor that affect learning m

15、otivation</p><p>　　4.Make suggestions on how to improve English learning</p><p><b>　　本課題研究方案</b></p><p>　　Step A Make a brief introduction of the motivation</p>

16、<p>　　Step B Classify and analyze the models of the motivation</p><p>　　Step C Fine out the relation between motivation and English learning</p><p>　　Step D Research and analyze psycholo

17、gy and the definition of students’ English learning </p><p>　　Step E State my viewpoint and give ways on the issue by the research and lead to a conclusion</p><p>　　研究目標、主要特色及工作進度：</p>&

18、lt;p>　　Goal of Research: Try to find the guiding principles in motivation and English learning</p><p>　　Main Traits: descriptive and analytical, and synthesis</p><p>　　2.21~3.6: Complete all

19、the preparative work, including proposal for selecting the theme; literature research and translation;</p><p>　　3.7~4.15: Complete the first draft;</p><p>　　4.16~4.28: Complete the second draft;

20、</p><p>　　5.29: Complete the final version;</p><p>　　5.30: Write an abstract of about 200 words and fill in paper form;</p><p>　　5.31~6.4: Typing, oral presentation, form filling.&l

21、t;/p><p><b>　　六、參考文獻：</b></p><p>　　1.Ellis rod . Second Language Acquisition [M]. Shanghai: Shanghai foreign language Education Press,2000</p><p>　　2.Dornyei Zoltan. Teachi

22、ng And Researching Motivation [M]. Beijing: Foreign Language Teaching And Researching Presss.2005</p><p>　　3.Bandura, A. 1991. Self-regulation of Motivation Through Anticipatory and Self-reactive Mechanisms.

23、 Nebraska Symposium on Motivation,39,69-164</p><p>　　4.Ehrman. M.E. 1990. The Role of Personality Type in Adult Language Learning: An Ongoing Investigation. In T.S. Parry & C.W.(eds.) Stransfield, Langua

24、ge Aptitude Reconsidere .Englewood Cliffs, NJ:prentice Hall Regents,126-178</p><p>　　5.Ellis. R. 1994.The Study of SecondLlanguge Acquisition. Oxford University Press, 516-542</p><p>　　6.Maslow

25、A.H.1970.Motivation and Personality. New York: Harper and Row.</p><p>　　7.Oxford, r.l,& Nyikos, M.1989. Variables Affecting Choice of Language Learning Strategies by University Students. Modern Language

26、Journal, 73:291-300</p><p>　　8.Politzer, R.L.& M. McGroarty. 1985. An Exploratory Study of Learning Behaviors and Their Relationship to Gains in Linguistic and Communicative Competence. TESOL Quaterly, 1

27、9,103-124.</p><p>　　9.蔣祖康.2000，《第二語言習得研究》，北京：外語教學(xué)與研究出版社。</p><p>　　10.文秋芳.2001，英語學(xué)習者動機、觀念、策略的變化規(guī)律與特點，《外語與外語教學(xué)》，（2）：105-110</p><p>　　11.張亞玲，郭德俊，2001， 學(xué)習基礎(chǔ)較差學(xué)生的學(xué)習動機與學(xué)習策略特點研究，《首都師范大學(xué)學(xué)報》

28、（社會科學(xué)版），（3）：:10-112</p><p>　　12.張兼中，俞紅珍，1989，《英語教育心理學(xué)》，北京：人民教育出版社.</p><p>　　13.鄒慶鈴.《An Investigation of English Learning Motivation and Strategies of High Vocational Students:A Case Study of Lai

29、wu Vocational College》，山東師范大學(xué)碩士學(xué)位論文，2009</p><p>　　14.倪雪華, 《以課堂討論激發(fā)中職學(xué)生英語學(xué)習動機的有效性研究》，上海師范大學(xué)碩士學(xué)位論文，2009</p><p>　　15.郭德俊. 動機心理學(xué)——理論與實踐 [M]. 北京：人民教育出版社，2005</p><p>　　16.王篤勤. 英語教學(xué)策理論 [M]

30、. 北京：外語教學(xué)與研究出版社，2002</p><p>　　17.王初明. 應(yīng)用心理學(xué) [M]. 長沙：湖南教育出版社, 1990:95</p><p>　　18.張大均. 教育心理學(xué) [M]. 北京：人民教育出版社，2004</p><p>　　19.張成偉.黃良廣. 高職學(xué)生英語學(xué)習動機調(diào)查分析. 常州信息職業(yè)技術(shù)學(xué)院報.2007年8月,第6卷第4期.<

31、;/p><p>　　20.華惠芳. 試論英語學(xué)習動機與策略研究, 外語界1998年第三期</p><p>　　21.郭德俊. 動機心理學(xué)—理論與實踐 [M] 北京：人民教育出版社，2005</p><p>　　22皮連生. 學(xué)與教的心理學(xué) [M] 上海：華東師范大學(xué)出版社，2006</p><p>　　23.朱文彬，趙淑文. 高等教育心理學(xué) [M

32、]. 北京：首都師范大學(xué)出版社，20</p><p><b>　　畢業(yè)論文任務(wù)書</b></p><p>　　Ways to Encourage Students’ Motivation of Learning English</p><p><b>　　摘 要</b></p><p>　

33、　動機在英語學(xué)習中有著至關(guān)重要的作用，因此，如何有效地調(diào)動學(xué)生的學(xué)習動機是一個十分重要的問題。本文將闡述動機的重要性和提供一些有效的方法來激勵學(xué)生學(xué)習英語。首先,通過采用定義來了解什么是動機，然后闡述動機的分類，分別有工具型動機，歸附型動機，內(nèi)在動機和外在動機；動機的理論模式以及學(xué)習動機和英語學(xué)習之間的關(guān)系，最后通過借用（張成偉，黃良廣，2007.8）的調(diào)查結(jié)果來了解什么因素影響學(xué)生學(xué)習動機。再根據(jù)理論基礎(chǔ)和分析結(jié)果,提出了幾種行之有效

34、的方法調(diào)動學(xué)生的英語學(xué)習。</p><p>　　本文針對在校大學(xué)生學(xué)習情況提出五種方法：（1）改變教學(xué)觀念，改變教師角色；（2）正確評價學(xué)生在課堂上的行為；（3）創(chuàng)設(shè)問題情境，鼓勵學(xué)生積極思考；（4）構(gòu)建校園文化；（5）肯定學(xué)生自己的學(xué)習能力。這些方法也許并不全面，但還是希望它們對學(xué)生英語學(xué)習可以起到一定的作用。</p><p>　　關(guān)鍵詞：學(xué)習動機；大學(xué)學(xué)生；學(xué)習方法</p>

35、<p><b>　　Abstract</b></p><p>　　Motivation is the critical effect in English learning, thus, how to effectively motivate students in English learning is an important problem. In this paper

36、will expound the importance of motivation and provide some ways to motivate students in English learning. At the first, the author will show the definition of motivation, And follow up to explains the classify of motivat

37、ion that have instrumental and integrative motivation as well as intrinsic and extrinsic motivation; the motivation theory </p><p>　　This paper project five ways with the situation of college students learni

38、ng; (1) Change the concept of teaching, alter the role of teacher; (2) Correct value students’ behavior in class; (3) Set up question situation and inspire students’ positive thought; (4) Build wholesome school culture;

39、(5) Affirm students’ ability of own learning. The ways may not whole aspects, but the author hope that they can help a little with students’ English learning, either.</p><p>　　Key words: Learning Motivation;

40、 College Students; Learning Ways</p><p><b>　　CONTENTS</b></p><p><b>　　摘 要I</b></p><p>　　AbstractII</p><p>　　Chapter 1 Introduction1</p>

41、;<p>　　Chapter 2 The Definition of Motivation……….....….....………..………….………1</p><p>　　2.1 Classify of Motivation……………………………….……..……………………….2</p><p>　　2.1.1 Integrative motivation and instrum

42、ented motivation………………………………..2</p><p>　　2.1.2 Intrinsic motivation and extrinsic motivation…….………….……………………...3</p><p>　　2.2 Learning Motivation Theory Models…………………………………………………...4</p>

43、<p>　　2.2.1 Behavior consolidation theory……….....……..….…..………....…………….……...4</p><p>　　2.2.2 Hierarchy of needs theory5</p><p>　　2.2.3 Self-effect theory6</p><p>　　2.2.4 Achi

44、evement attribution theory.6</p><p>　　Chapter 3 Relation between Motivation and English Learning8</p><p>　　Chapter 4 Ways to Motivate Students in English Learning10</p><p>　　4.1

45、The Significance of Research…………………………….……………………....10</p><p>　　4.2 Analyze Result and Find out the Reason….........................................................................11</p><p>　　4.

46、3 Ways to Motivate Students in English Learning……………….…………………….…...13</p><p>　　Chapter 5 Conclusion…………………………………………………………….....14</p><p>　　References14</p><p>　　Acknowledgements15

47、</p><p>　　Chapter 1 Introduction</p><p>　　Motivation is the initial source for people’ activities and it is the power for students learning. Thus, learning motivation is considered as one of the

48、 most important variables that can affect one’ English learning psychologists and educationists have made many researches about motivation. For students, an English class is still to main way to learn English. Thus class

49、room teaching is the main way to arouse the students’ interests and their English learning motivation..</p><p>　　In recent years in China, learning English has been a very prevalent tendency and it has becom

50、e more popular and urgent as China succeeded in bidding to hold the 2008 Olympic Games and entering into the World Trade Organization. English is viewed as a passport to one’s future success, thus, more and more people s

51、warm into the tide of English learning. In addition, the English learners have become younger and younger that English courses are taught in different grades. Therefore, as teachers shou</p><p>　　From chapte

52、r two, the author will expound the importance of motivation and provide some ways to motivate students in English learning. First, the author will show the definition of motivation, and then explains the classify of moti

53、vation that have instrumental and integrative motivation as well as intrinsic and extrinsic motivation; the motivation theory models and the relation between learning motivation and English learning, At last, borrowing （

54、張成偉，黃良廣 2007.8）the result of investigate to know </p><p>　　Chapter2 Definition of Motivation</p><p>　　Motivation is generous complicated psychological phenomenon, the motivation psychologists de

55、finite the motivation as many and varied. For example, behaviorism psychologists explain motivation as stimulation, punishment, and strengthen. And think of action cause by intrinsic and extrinsic excited. According to e

56、xtrinsic comprehension, cognition psychologists think that human’ action is known as to reaction. In other word, behaviors are decided by human’ thought. It is not only decided whether can</p><p>　　Famous sc

57、holar Gardner first gives out the definition of motivation at 1985, and contribution much in this field. He takes the definition of study motivation of second language as: “make great effort of learning a language, as we

58、ll as to achieve the objective language study and the attitude of well language.” (王篤勤 2002:25)</p><p>　　After eight years, Gardner and Maclntyre took the definition of motivation as: “enforce a objective as

59、piration as well as achieve the objective to make great efforts.” （Dornyei 2005:50）</p><p>　　Both Williams and Burden who thought that motivation is an impetus of cognition and emotion, it could impulsive pe

60、ople to make behavior decision with consciousness, and persist in rather great effort. So that it can achieve the desired target ((王篤勤 2002：26).yet in their opinion of motivation, there are four aspects:1) study language

61、’objective;2) make a great effort during study;3) enforce target’hope;4) the level of deep love for study. (ibid: 28)</p><p>　　Dornyei and Ottos thought that motivation is a condition which stirs in trend th

62、rough the intrinsic need to be choose and give first to consider and to take any action (whether it is succeed or not.),thereby it is the process of a cognition of psychological activity which is excited, guide, harmonio

63、us, magnify suspend and evaluated. (Dornyei 2005:9)</p><p>　　In view of this, although psychologists have different expound in motivation. All they think that motivation may guide and stir personal behavior,

64、 and excite personal effort to achieve goal. Thus in author’ opinion, students English Learning Motivation which is means the desire and the power of English learning. English Leaning Motivation of college students is wh

65、at they make English study as inward require, and let they real feel that learning English well can lay a solid foundation in plan, pr</p><p>　　2.1 Classify of Motivation</p><p>　　2.1.1 Integrat

66、ive motivation and instrumented motivation</p><p>　　There are many varieties in motivation but Brown sum up them as three points in follow in 1981: 1) global motivation which means the general attitude in fo

67、reign language study; 2) situational motivation, such as in nature, learner’ motivation is different from class’s; 3) task motivation which is the concrete task motivation. (戴煒棟 p.5)</p><p>　　Out of question

68、, the most influence motivation study expert is Gardner and Lambert. They are take learning motivation as two big types: “Integrative Motivation” and “Instrumented Motivation”. This is well-know motivation forward the mo

69、st important factor affect in foreign language study. According to their definition, Integrative Motivation refer to the learner to the End Mass Organization which has been real interested in particular taste; and wish t

70、o communication with member in the End Mass O</p><p>　　In view of social psychologist Gardner and Lambert both of them are toward on this motivation classified form, on study motivation have huge effect, but

71、 also have some fixed limitations. Because this classify only put foreign language study motivation in the society and civilization’s micro circumstance. But it is not clear and definite state on foreign language learnin

72、g motivation. May be affect my any other factor, for example, teacher course of study, teach school and so on any way. Just cons</p><p>　　2.1.2 Intrinsic motivation and extrinsic motivation</p><p&

73、gt;　　Both teach professionally (teacher) and learners are understand that learning foreign language only to copy with test is not good idea, which will be not to have a real solid foundation. Foreign language learning co

74、ntains intrinsic motivation and extrinsic motivation. Intrinsic motivation refer to personal inherent require which cause to the motivation. Such as students’ thirst for knowledge, study taste and so on. E.L.Deci thought

75、 that the main feature of intrinsic motivation is possessed abili</p><p>　　Learning motivation is an intrinsic drive power that pushes forward students to study. The sense is a need of study, it is objective

76、 that society and in education need for students learning and it usually reaches in students mine. The function of learning motivation in learning activities: cause the affect of learning, and contain act on study, stren

77、gthen in learning and adjust study affect.</p><p>　　2.2 Learning Motivation Theory Models</p><p>　　Due to there are many and varied explaining for motivation psychologists to learning motivation

78、, lead to motivation theory model also in a continue status. Moreover, it is raising much different motivation theory. Another will introduce five most affect motivation theory model, and these five theories will state i

79、n every different point of view, with overlapping each other. Although the different point of view are expound, there are a few opinion showing no difference they are. There is what is </p><p>　　2.2.1 Behavi

80、ors consolidation theory</p><p>　　Behaviors consolidation is put forward by behaviorism psychologists’ theories. And they thought that the action was stimulated through intrinsic or extrinsic, and then accor

81、ding to the pass experience or the usually form custom to take any measure.(皮連生 2006:290) Motivation is a behavior exciting power which stimulated by extrinsic. The same strengthen the important factor to cause motivatio

82、n. It builds the condition reflex with outside stimulation and learning reaction. Furthermore, through cont</p><p>　　Иван Петрович Павлов was the first person who put forward strengthens the concept, all the

83、 work can take action to strengthen time, he thinks so, all conditional function which from this cause to change. The view of B.F Skinner from operation function entrusted to new meaning. In this opinion, organic matter

84、which changes environment, may alter itself at the time, among them commend, this possess strengthen the meaning. There are two function of B.F Skinner’ strengthen operations; 1) promote org</p><p>　　On the

85、basic time, Herl gives out his drive power to reduce theory and in his mind, that living requires is the only source of motivation and demand, it is necessary for causing action to reduce strengthen definition. Tolman wh

86、o puts forward positional learning definition, and say that study was not take shape through strengthen to get trace and gives out the definition of potential learning (ibid. 2005:77-78). It was not deficiencies of the t

87、heory from Herl, such as he always neglects people’s </p><p>　　It may be extrinsic or intrinsic strengthen on students English class. Extrinsic strengthen which is a force approach for teacher to use on stud

88、ents learning English. (Such as, the raises come from teachers etc.) Intrinsic strengthen which is students get success and enhance, self-confident and success during English study. So that to heighten their learning mot

89、ivation. Consolidation can be divided as plus consolidation and minus consolidation. Plus consolidation which its function is increase s</p><p>　　Strengthen theory has been in vogue educational domain and ge

90、t a pound of affect, but it is lay stress on extrinsic element students’ behavior and lose sight of conscience as well as initiation, in students’ behavior. Thus, there is mass limitation in it.</p><p>　　2.

91、2.2 Hierarchy of needs theory </p><p>　　During most motivation theories, there are general affect in humanism psychologists’ need with Maslow's hierarchy of needs. His explaining in motivation often lay

92、stress on the function of need. In his opinion, there is meaning in all human being’s behavior in a particular goal. And this goal come from human being’s required. Maslow divides human being’s required as seven hierarch

93、ical structures: 1) psychological needs; 2) save needs; 3) attached and love; 4) respect; 5) thirst for knowledge; 6)</p><p>　　Humanism motivation theories which reveal require basic of motivation. Maslow’s

94、gradation need is a rather whole needs theory, it symmetrical explore the affect of the needs’ sense, structure, developing and demand in human being’s life. This theory has general pay attention to people, but also has

95、been pound to limitation. For example, his gradation need vague the difference between human psychological need and social need. What’s more, it reduces the function of the cause and the developing li</p><p>

96、;　　2.2.3 Self-effect theory </p><p>　　The definition of self-effect prime put forward by the first creation of Albert Bandura’s social study statement, in his opinion, self-effect refer to the subjective cri

97、ticize which whether people can devote himself to behavior(朱文彬，趙淑文 2007:76-77). In view of English students self-effect which can according to their pass studied experience to a special work or task, to confirm whether h

98、e is quite qualified for the work after fail as many as it. From this, we can conclude the main factor to affec</p><p>　　Either Bandura direct at there are four function of self-effect in study action: 1) it

99、 decides the choice and the determination, which people do the activity; 2) affect attitude when people face with difficult; 3) affect to get new behavior and win the behavior appearance; 4) affect living emotion（朱文彬，趙淑文

100、 2007:78）. It is obvious, it is very important for self-effect of students to their study. It is not only stimulated students correct to face with difficult and frustration, but also takes stude</p><p>　　2.2