中学生英语学习动机的激发与培养本科毕业

1、. 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 partial fulfillment of the requirementsfor the degree ofBachelor of ArtsMay5, 2014Class: 2010-1 Advisor: 赵花兰

2、 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，“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

3、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

4、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-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 Learning:the role of attitude and motivationM2 Zoltán Dörnyei & Ema Ushioda.

5、 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 ways to the development of this paper. First and foremost, I would

6、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 and expert guidance, the thesis would not have been completed. Seco

7、ndly, 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 frequently. Thirdly, my heartfelt thanks are given to my roommates and frie

8、nds 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 Cultivation of the Students Motivation on English Learning in Mid

9、dle 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 main affective factors that affect foreign language learning. Howe

10、ver, 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 theory are conducted before. In the article, first of all, the author

11、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 theories are introduced in this paper. Fourthly, the author sums up t

12、he 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 motivation: Firstly, through establishing a basic motivational

13、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 language, students can be inspired to develop the integrative m

14、otivation; 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 discussed in this paper can help English teachers im

15、prove 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

16、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，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

17、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 Definition of Motivation.22.2 The Classification

18、 of Motivation.32.3 Attribution Theory.52.4 Self-Efficacy Theory.52.5 Dörnyeis 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 Cultivating Students Motivation .84.1

19、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 Confidence.114.4.2 Attribution Training

20、.135. Conclusion.14References.15vi1. 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 learning have been paid more attenti

21、on 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%, intelligence 20%, others 14% (Jakobovits,

22、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 that many second language researcher

23、s 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 process. Meanwhile, cognitive motivatio

24、n 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. This theoretical framework divid

25、es 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 related to the learning object( t

26、arget 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 classification of the learning motivation

27、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 motivation, from Pit Corder, Garnder, to Pi

28、ntrich & 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 English learners in middle schoo

29、l: 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 basic conception, including defini

30、tion 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 fields of psychology and educatio

31、n. 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 achieve the goal of learning the

32、 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 persistence of behavior, especiall

33、y 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 motivation directly but we infer it

34、 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(2003) summarizes, motivatio

35、n 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 kinds of internal factors an

36、d 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, four major kinds of moti

37、vations 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 and Wallace Lambert (1972).

38、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 who like the people that s

39、peak 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 pragmatic reasons. According

40、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 books, to watch foreign

41、 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 elements of success, it is i

42、ntegrative 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 learning environment than in

43、strumental 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 intrinsic and extrinsic

44、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 they lead to an extr

45、insic 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.Extrinsic motivation is derived from external i

46、nfluences. The learners 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 moti

47、vation and intrinsic motivation 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 be

48、gan with the work of Fritz 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

49、 most vital factors influencing 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 uncontrol

50、lable attribution. As the 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 Bandu

51、ra is the first to put forward 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 s

52、trong sense of self-efficacy 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 dire

53、ct experience. The learners 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 substitu

54、te experience. The learner 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 em

55、otion along with physical condition may affect learners self-efficacy.2.5 Dörnyeis Three-Level CategorizationThe first explicit attention to teachers role regarding learners motivation inspiration was given by Dörnyei (1994).“I believe that the question of how to motivate students is an ar

56、ea on which L2 on research has not been placed sufficient emphasis in the past” (Dörnyei, 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

57、 second language motivation, Dörnyei(1994) proposed a three-level categorization. His theory includes three levels: language level, learning level and learning situation level.In Dörnyeis model, the language level encompasses various orientations and motives related to aspects of the second language, such as the culture and the community, and the usefulness of the language.The learning level involves the individual characteristics such as self-confidence, need for achievement, language anxiety, overt language aptitude, attrib