艺术类学生英语学习动机及激发策略探究的开题报告

艺术类学生英语学习动机及激发策略探究的开题报告AbstractArtstudentshaveuniquecharacteristicsintheirEnglishlearningmotivationandstrategies.ThisstudyaimstoexplorethelearningmotivationofartstudentsinEnglishlearning,thechallengestheyface,andthestrategiesthatcanbeemployedtomotivatethemtolearnEnglisheffectively.Thetheoreticalframeworkdrawsfromliteratureinlanguagelearningmotivation,arteducationandstudent-centeredteaching,specificallyMayer's(1988)cognitivetheoryofmultimedialearning,andVygotsky's(1978)socioculturaltheory.Theresearchdesignwillemployamixed-methodsapproach,usingasurveyquestionnairetocollectdatafrom100artstudentsfromtwouniversitiesinChina,andconductingin-depthinterviewswith10ofthem.Thesurveydatawillbeanalyzedusingdescriptivestatistics,andtheinterviewdatawillbeanalyzedusingthematicanalysis.ThefindingsofthestudyareexpectedtohelpteachersandstudentstounderstandtheuniquecharacteristicsofartstudentsinEnglishlearningandprovideeffectiveteachingstrategiestofostertheirmotivationandenhancetheirEnglishlearningoutcomes.IntroductionInrecentyears,Englishhasbecomeanessentiallanguageforartstudentsduetoglobalizationandtheincreasingimportanceofinternationalcommunication.However,artstudentshaveuniquecharacteristicsintheirEnglishlearningmotivationandstrategies,whichmakestheirEnglishlearningdifferentfromstudentsinotherfields.Therefore,itiscrucialtoexplorethelearningmotivationofartstudentsinEnglishlearning,thechallengestheyface,andthestrategiesthatcanbeemployedtomotivatethemtolearnEnglisheffectively.ThisstudyaimstoinvestigatetheEnglishlearningmotivationofartstudents,theperceivedchallengestheyfaceintheirEnglishlearning,andthestrategiesthatcanbeemployedtofostertheirmotivationandenhancetheirEnglishlearningoutcomes.Theresearchdesignincludesamixed-methodsapproach,usingasurveyquestionnairetocollectdatafrom100artstudentsfromtwouniversitiesinChina,andconductingin-depthinterviewswith10ofthem.Thesurveydatawillbeanalyzedusingdescriptivestatistics,andtheinterviewdatawillbeanalyzedusingthematicanalysis.TheoreticalFrameworkThisstudydrawsfromliteratureinlanguagelearningmotivation,arteducationandstudent-centeredteaching.Specifically,Mayer's(1988)cognitivetheoryofmultimedialearningandVygotsky's(1978)socioculturaltheorywillprovidetheoreticalfoundationsforthestudy.Mayer's(1988)cognitivetheoryofmultimedialearningpositsthatmultimedialearningcanimprovecognitiveprocessing,learningoutcomes,andmotivation.AccordingtoMayer,multimediacanenhancelearningbyprovidingsensoryinputsthatcanmakelearningmoremeaningful,organized,andengaging.Therefore,theuseofmultimediaresourcesinlanguageteachingcanactivatestudents'motivationandenhancetheirlearningoutcomes.Vygotsky'ssocioculturaltheoryemphasizestheinfluenceofsocialandculturalfactorsoncognitivedevelopment.Vygotskyarguesthatlearningisasocialactivitythatoccursthroughinteractionandcollaborationwithothers.Thus,theuseofcollaborativeandstudent-centeredteachingstrategiescancreateasocialandcommunicativeenvironmentthatfostersstudentmotivationandlearningoutcomes.ResearchQuestions1.WhataretheEnglishlearningmotivationsofartstudents?2.WhataretheperceivedchallengesartstudentsfaceintheirEnglishlearning?3.WhatarethestrategiesthatartstudentsusetomotivatethemselvesinlearningEnglish?4.Howcanteachersemployeffectiveteachingstrategiestofosterartstudents'motivationtolearnEnglish?MethodologyThestudyadoptsamixed-methodsapproach,usingasurveyquestionnaireandin-depthinterviewstocollectdata.Thesurveyquestionnairewillcollectdatafrom100artstudentsfromtwouniversitiesinChina,andthein-depthinterviewswillbeconductedwith10ofthem.Thesurveyquestionnairewillconsistofthreesections.Thefirstsectionwillbedemographicinformation,includinggender,age,andmajor.ThesecondsectionwillcollectdataonEnglishlearningmotivation,perceivedchallenges,andstrategiesusedbyartstudents.Thethirdsectionwillcollectdataontheuseofmultimediaresourcesandstudent-centeredteachingstrategiesinEnglishlearning.Thein-depthinterviewswillbeconductedwith10artstudentswhowillbeselectedfromthesurveyrespondents.Theinterviewprotocolwillbesemi-structuredandwillinvolvequestionsabouttheparticipants'Englishlearningexperiences,challenges,andstrategiesemployedtofostermotivationinEnglishlearning.DataAnalysisThesurveydatawillbeanalyzedusingdescriptivestatisticstodeterminethedistributionofresponsesandsummarizethecentraltendenciesandvariations.Thein-depthinterviewdatawillbetranscribedandanalyzedusingthematicanalysis.Thetranscriptionswillbecodedandorganizedintothemes,whichwillbeusedtoidentifythepatternsinthedata.ConclusionThisstudyaimstoinvestigatetheEnglishlearningmotivationofartstudents,theperceivedchallengestheyface,andthestrategiesthatcanbeemployedtofostertheirmotivationandenhancetheirEnglishlearningoutcomes.Throughamixed-methodsapproach,thisstudyintendstoexploretheuniquec