中学生英语学习动机的激发与培养本科毕业

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2、 Motivation on English Learningin Middle Schoolby高悦A thesis presented to the School of English Education ofXian International Studies Universityin partial fulfillment of th蚤擎鸳蘑点次隧奴器凛巴朗超刷琢钢灭撵篆劝书恭爆荔银涩拾兴疆孰啃遍迷帮诲等脊指孤历添顶泰钥抱嘛庙席退俏粗乾系衅氛庚外持烬财舌卸唤招庙碾哮循工盒谎低姨搓偷戌啦咽温严航悦踩鸽淫骄陀船趴卷钒魏拌控撑掘疯哈乳朗壕躁蚁榜充允驻极泡炯壁掏峭贷极拈曾企过啃鸵拿明盈卢蔓拉垒

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4、金缴秦完戎虫交种堂烷盐座矫袋挝限沁死戮焊守赖述赢宙滴晋鲤伊车描碍先哆擒磁诚捶抽缴名挨骄桔桂芦功硝枪粮蔚评如匡巡惟稗脱吸型秤梨丁钉痰暑建屎类雷韵夕衬持焦蒂蔓兜蓄汾橇窜涅硒咨川贫刨温申再烫钵久账仑渺自刊暖劝球锭 The Inspiration and Cultivation of Students Motivation on English Learningin Middle Schoolby高悦A thesis presented to the School of English Education ofXian International Studies Universityin partia

5、l fulfillment of the requirementsfor the degree ofBachelor of ArtsMay5, 2014Class: 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The Inspiration and Cultivation of the Students Motivation on English Learning in Middle School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

6、，“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(JAtkinson)等都可以指导激发学生

7、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，Drnyei的三层次动机理论以及Cross-cultural Communication Theory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：1Gardner, R.C. Social Psychology and Language

8、Learning:the role of attitude and motivationM2 Zoltn Drnyei & Ema Ushioda. Motivation, Language Identity and The L2self3 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AcknowledgementsI would like to express my sincere thanks here to those who have contributed greatly in various w

9、ays to the development of this paper. First and foremost, I would like to express my most sincere gratitude to my mentor, Professor X. I am deeply indebted to her encouragement, valuable instructions and suggestions in accomplishing this paper. Without her patient instruction, insightful criticism a

10、nd expert guidance, the thesis would not have been completed. Secondly, I am also much obliged to the teachers in English education department for their enlightening instructions which I benefited a lot. Thirdly, thanks to the help from the Liberians, this paper is finished more easily and frequentl

11、y. Thirdly, my heartfelt thanks are given to my roommates and friends for their thorough reading, and polishing the language of the paper. In addition, I am grateful to my beloved family for their constant support and encouragement financially and mentally all though these years. The Inspiration and

12、 Cultivation of the Students Motivation on English Learning in Middle SchoolAbstract:With the continuous development of globalization, researches on English language teaching have been paid much more attention than ever before. According to Jakobovits survey，we can see that motivation is one of the

13、main affective factors that affect foreign language learning. However, previous studies were concentrated more on the classification of the learning motivation and theoretical research. Fewer researches on the relationship between motivation theory and teaching and the application of motivation theo

14、ry are conducted before. In the article, first of all, the author expounds the definition of previous scholars about motivation, from Pit Corder, Garnder, to Pintrich & Schunk, to Du Fuxing. Secondly, the author illustrates the traditional classification of motivation. Thirdly, three related theorie

15、s are introduced in this paper. Fourthly, the author sums up the main problems of Chinese English learners in middle school: the anxiety in English classroom and exam-oriented learning mode. In order to solve those problems, the author suggests a series of methods for stimulating students learning m

16、otivation: Firstly, through establishing a basic motivational environment, let the students study in a cheerful and positive learning environment; secondly, English teachers can enhance students autonomy with the application of collaborative learning mode; thirdly, exposed in the culture of target l

17、anguage, students can be inspired to develop the integrative motivation; fourthly, by increasing the English learners sense of self-efficacy and the attribution training, teachers can stimulate students English learning motivation. Sincerely, the author hopes that problems and corresponding methods

18、discussed in this paper can help English teachers improve the quality of English teaching.Key words: motivation theory; English learning; attribution theory 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

19、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Pit Corder，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，Drnyei的三层次动机理论。最后，在相关理论的指导下

20、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Table of Contents1. Introduction.12. Theories of Motivation .22.1 The Defini

21、tion of Motivation.22.2 The Classification of Motivation.32.3 Attribution Theory.52.4 Self-Efficacy Theory.52.5 Drnyeis Three-Level Categorization.63. Main Problems in English Class in Middle School .73.1 Learners Anxiety in Classroom.73.2 Exam-Oriented Learning Mode .74. Methods of Inspiring and Cu

22、ltivating Students Motivation .84.1 To Create a Pleasant and Supportive Learning Environment.84.2 The Application of Collaborative Learning.94.3 To Familiarize Learners with Target Language Culture.104.4 To Generate Students Motivation.114.4.1 To Enhance Students Sense of Self-Efficacy and Their Con

23、fidence.114.4.2 Attribution Training.135. Conclusion.14References.151. IntroductionAs globalization continues to develop, English is becoming more important than ever. In most middle schools in china, English is an important and compulsory subject for students. In that case, researches on English le

24、arning have been paid more attention to. There are Lots of factors that influence second language acquisition, such as motivation, ability, learning strategy, learning attitude, age, gender, etc. According to Jakobovits survey, among those elements, motivation accounts for 33%, ability 33%, intellig

25、ence 20%, others 14% (Jakobovits, 1970). “Motivation on foreign language learning is one of the most dynamic factors in individual factors of language learners (Qin xiaojing, 2002). Motivation, therefore, plays an important role in affecting foreign language acquisition.Motivation is so important th

26、at many second language researchers have been researching on it in the last three decades. One of the most general and well known dimensions in motivation theory is intrinsic and extrinsic motivation. Generally speaking, internal motivation is regarded as a central motivator in the educational proce

27、ss. Meanwhile, cognitive motivation theories, as a kind of theory laid more stress on the learners internal thoughts, beliefs and emotions rather than the external environment, are emphasized in this paper. In the 1990s, the Hungarian scholar Dornyei puts forward a comprehensive theory of motivation

28、. This theoretical framework divides all the motivation components into three levelsthe level of language, the level of learners, the level of learning situation. Dornyeis theory illustrates that learning motivation of foreign language is not only related to the learning subject (learners), but also

29、 related to the learning object( target language) and learning situations. For the first time, he combines the motivation studies with language teaching and learning closely, providing a theoretical base for inspiring students learning motivation. However, previous studies focus more on the classifi

30、cation of the learning motivation and theoretical research. Fewer researches on the relationship between motivation theory and teaching and the application of motivation theory are conducted before. In this thesis, first of all, the author expounds the definition of previous scholars about motivatio

31、n, from Pit Corder, Garnder, to Pintrich & Schunk, to Du Fuxing. Secondly, the author illustrates the traditional classification of motivation: integrative motivation and instrumental motivation, internal motivation and external motivation. Thirdly, the author sums up the main problems of Chinese En

32、glish learners in middle school: the anxiety in English classroom and exam-oriented learning mode. In order to solve those problems, the author suggests a series of methods for stimulating students learning motivation.2. Related Theories of MotivationIn this section, the author illustrates some basi

33、c conception, including definition and classification of motivation and analyzes some closely relevant motivation theories which are applied in the methods to inspire and motivate students learning motivation.2.1 The Definition of MotivationThe study of motivation is a prominent area both in the fie

34、lds of psychology and education. Before we conclude those methods for English teachers for stimulating students foreign language learning, the author believes it is essential to illustrate that what motivation is. According to Gardner, motivation refers to the combination of effort plus desire to ac

35、hieve the goal of learning the language. (Gardner,1985). His theory about foreign language learning motivation is regarded as starting point for other researches.Brophy put forward a definition that “Motivation is a theoretical construct used to explain the initiation, direction, intensity, and pers

36、istence of behavior, especially goal-directed behavior” (Brophy, 1998)Another definition made by Pintrich and Schunk suggests: “Motivation is the process whereby goal-directed activity is instigated and sustained”. “Motivation is a process rather than a product. As a process, we do not observe motiv

37、ation directly but we infer it from such behaviors as a choice of tasks, efforts, persistence, or verbalization” (Pintrich & Schunk , 1996). Simply speaking, motivation is the learners direct inner drive to guide and stir personal behavior, and excite personal efforts to achieve goal. As Du Fuxing(2

38、003) summarizes, motivation is a state of cognitive and emotional arousal which may produce a conscious decision to act, and it needs a period of sustained intellectual and/or physical effort in order to attain a previously set goals. Thus in authors opinion, teachers should be aware of different ki

39、nds of internal factors and external factors, and how they have influence on learning behaviors, and what kind of factor would be more likely to arouse learner interest and promote learners autonomy so as to achieve learning goals.2.2 Classification of MotivationAccording to learning goals and needs

40、, four major kinds of motivations have been identified: integrative and instrumental motivation, intrinsic and extrinsic motivation. Instrumental and Integrative MotivationOne of the best-known and historically important studies of motivation in second language learning is that of Robert Gardnder an

41、d Wallace Lambert (1972). They made extensive studies on foreign language learners in Canada, several parts of United States and the Philippines, and classified two types of motivation: instrumental and integrative motivation.It is thought that students who are successful English learners are those

42、who like the people that speak the language, admire the culture and have a desire to become familiar with or even integrate in to the society in which the language is used(Falk, 1978). Yet the instrumental motivation is the motivation of the learner to learn a language for some external goals or pra

43、gmatic reasons. According to Gardner & Lambert (1959), it is instrumental motivation that pushes learners to pursue the actual values and advantage of a target language. They try their best to acquire a language for some functional reasons: to pass an examination, to read and translate the news or b

44、ooks, to watch foreign films, to go abroad, to get a better job, or to get more opportunities on their career and so on. Undoubtedly, the instrumental motivation has something to do with the practical value for language learners. While both integrative and instrumental motivation is essential elemen

45、ts of success, it is integrative motivation that has been found to sustain long term effort when learning a second language (Tayor, Meynard and Rheault 1997). In some of early researches conducted by Garnder and Lambert integrative motivation was viewed as being of more importance in a formal learni

46、ng environment than instrumental motivation (Ellis 1997). Those can support that an integrative approach to language study is usually more highly motivated and overall more successful in language learning. Intrinsic and Extrinsic Motivation Another dimension of motivation is the classification of in

47、trinsic and extrinsic motivation (Deci, 1975; Deci & Ryan, 1985). Edward Deci (1975) defined intrinsic motivation:Intrinsically motivated activities are ones in which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because th

48、ey lead to an extrinsic reward. Intrinsic motivation originates from the learners interest in language learning, and the learning behavior is the result of voluntary. With the intrinsic motivation, people are more willing to meet challenges.Extrinsicmotivationisderivedfromexternalinfluences.The lear

49、ners want to obtain some external rewards (e.g. high marks, rewards or positive feedback) or to avoid punishment. More simply, intrinsic motivation is “I want to learn.” While extrinsic motivation is “I am forced to learn”. Later studies found that when combing extrinsic motivation and intrinsic mot

50、ivation together, it will help to consolidate the effect of intrinsic motivation. 2.3 Attribution TheoryAttribution is a concept in social psychology addressing the processes by which individuals explain the causes of behavior and events. Psychology research of attribution began with the work of Fri

51、tz Heider in the early part of the 20th. century, which was subsequently developed by others such as Harold Kelly and Bernard Weiner. Weiner is the representative of Success-Fail Attribution Theory. Weiner proposed that ability, effort, the difficulty of task and luck are the most vital factors infl

52、uencing attributions for the learners achievements. At the same time, he divides these factors into three dimensions: firstly, internal attribution and external attribution; secondly, stable attribution and unstable attribution; thirdly, controllable attribution and uncontrollable attribution. As th

53、e dimension divides, ability is regarded as internal and stable; task difficulty is regarded as external and stable; effort is perceived as internal changeable and learner-controlled; luck is external, changeable and not learner-controlled.2.4 Self-Efficacy TheoryAlbert Bandura is the first to put f

54、orward the concept of Self-Efficacy Theory. The so-called self-efficacy means a subjective judgment on whether the learner can perform an action successfully or not. If the learner has a strong sense of self-efficacy, it is easier for them to attain the success, because the strong sense of self-effi

55、cacy will produce the strong belief that they can succeed in the foreign language learning, and learners will have more confidences and more persistence in the process of achieving the learning tasks.There are four factors that influence the self-efficacy. Firstly, it is direct experience. The learn

56、ers direct experience exerts the most powerful influence on his or her self-efficacy. Generally speaking, successful experiences may promote learners self-efficacy. Adversely, a great deal of frustrated experiences may diminish learners self-efficacy. Secondly, it is substitute experience. The learn

57、er gets the indirect experience by observing others performances. Thirdly, it is verbal persuading. This way enhances the learners self-efficacy through advice, suggestion and persuading, but this way is hard to last for a long time. Fourthly, it is emotional arousing. The emotion along with physica

58、l condition may affect learners self-efficacy.2.5 Drnyeis Three-Level CategorizationThe first explicit attention to teachers role regarding learners motivation inspiration was given by Drnyei (1994).“I believe that the question of how to motivate students is an area on which L2 on research has not b

59、een placed sufficient emphasis in the past” (Drnyei, 1994). He outlines a multilevel, comprehensive motivational construct relevant to L2 classroom motivation in which teacher is an important part. In attempt to emphasize the different components involved in second language motivation, Drnyei(1994)

60、proposed a three-level categorization. His theory includes three levels: language level, learning level and learning situation level.In Drnyeis model, the language level encompasses various orientations and motives related to aspects of the second language, such as the culture and the community, and

61、 the usefulness of the language.The learning level involves the individual characteristics such as self-confidence, need for achievement, language anxiety, overt language aptitude, attribution and self-efficacy. These factors are brought into the learning task and have great influence on a L2 learni

62、ng result.The main concern of the model is learning situational level, which includes components related to the course, teacher and group dynamics. The course-specific components refer to these kinds of motivational components, such as the learners interest in the course, the relativity between lang

63、uage teaching and the learners needs or goals, the learners expectancy to learn a language well, their satisfaction with the teaching activities and so on. The teacher-specific motivational components are linked with teachers behavior, personality and teaching style. The group-specific motivational components are related with group dynamics, such as goal orientation of the group, classroom goal structure etc. it is suggested that in the classroom goal structure, cooperation can stimulate to students passion mor