英語(yǔ)教育學(xué)院本科畢業(yè)論文

1、 The Inspiration and Cultivation of Students Motivation on English Learningin Middle Schoolby高悅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: 趙花蘭

2、西安外國(guó)語(yǔ)大學(xué)畢 業(yè) 論 文 開 題 報(bào) 告姓名 性別 班級(jí) 學(xué)號(hào) 畢業(yè)論文題目：中學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)的激發(fā)與培養(yǎng)The Inspiration and Cultivation of the Students Motivation on English Learning in Middle School任務(wù)起止日期： 年 月 日 至 年 月 日畢業(yè)論文主要內(nèi)容及參考文獻(xiàn)： 隨著全球化的不斷發(fā)展，“英語(yǔ)熱”一直有增無減，關(guān)于英語(yǔ)教學(xué)的研究也因此倍受重視。Jakobovits 經(jīng)過調(diào)查發(fā)現(xiàn)，影響外語(yǔ)學(xué)習(xí)的幾個(gè)因素中，動(dòng)機(jī)占 33，與才能所占比重持平(Jakobovits，1970:86)?！巴庹Z(yǔ)學(xué)習(xí)

3、動(dòng)機(jī)是語(yǔ)言學(xué)習(xí)者個(gè)體因素中最具能動(dòng)性的因素之一”（ 秦曉晴,2002）。可見動(dòng)機(jī)是影響外語(yǔ)學(xué)習(xí)的主要情感因素之一。根據(jù)學(xué)習(xí)動(dòng)機(jī)來源，可以分為內(nèi)部學(xué)習(xí)動(dòng)機(jī)和外部學(xué)習(xí)動(dòng)機(jī)。這種劃分對(duì)教育實(shí)踐有重要的應(yīng)用價(jià)值。內(nèi)部動(dòng)機(jī)是指學(xué)習(xí)活動(dòng)本身能使學(xué)生得到情緒上的滿足，從而產(chǎn)生成就感，在教學(xué)中比較常用。動(dòng)機(jī)理論中，自我效能論（Bandula，1977）、期望價(jià)值理論(J·Atkinson)等都可以指導(dǎo)激發(fā)學(xué)生的內(nèi)部動(dòng)機(jī)。同時(shí)，由聯(lián)結(jié)主義學(xué)習(xí)理論家提出的強(qiáng)化理論可以指導(dǎo)激發(fā)學(xué)生的外部動(dòng)機(jī),例如很多學(xué)生想得到老師的獎(jiǎng)勵(lì)和表?yè)P(yáng)等。然而以前的研究還是多集中在學(xué)習(xí)動(dòng)機(jī)的分類和理論研究上，較少涉及動(dòng)機(jī)理論與教學(xué)

4、的關(guān)系及動(dòng)機(jī)理論在具體教學(xué)活動(dòng)中的應(yīng)用。作者以認(rèn)知主義當(dāng)中的歸因理論和成就動(dòng)機(jī)理論，Dörnyei的三層次動(dòng)機(jī)理論以及Cross-cultural Communication Theory為理論基礎(chǔ)，結(jié)合我國(guó)中學(xué)英語(yǔ)教學(xué)中所出現(xiàn)的主要問題,提出了有效的激發(fā)培養(yǎng)初中生學(xué)生動(dòng)機(jī)的方法，更好得提高英語(yǔ)教學(xué)質(zhì)量。參考文獻(xiàn)：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 杜福興. 2003. 談?dòng)⒄Z(yǔ)學(xué)習(xí)動(dòng)機(jī)及其激發(fā)與保持. 外語(yǔ)教學(xué), 24(4):51-58.指導(dǎo)教師 (簽名)  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 lik

6、e 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. Secondl

7、y, 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 friends

8、 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 Middle

9、 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. However

10、, 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 exp

11、ounds 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 the

12、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 env

13、ironment, 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 moti

14、vation; 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 impro

15、ve the quality of English teaching.Key words: motivation theory; English learning; attribution theory 論中學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)的激發(fā)和培養(yǎng)摘要:隨著全球化的不斷發(fā)展，“英語(yǔ)熱”一直有增無減，關(guān)于英語(yǔ)教學(xué)的研究也因此倍受重視。Jakobovits經(jīng)過調(diào)查發(fā)現(xiàn)，影響外語(yǔ)學(xué)習(xí)的幾個(gè)因素中，動(dòng)機(jī)占33%，與才能所占比重持平，可見動(dòng)機(jī)是影響外語(yǔ)學(xué)習(xí)的主要情感因素之一。然而以前的研究還是多集中在學(xué)習(xí)動(dòng)機(jī)的分類和理論研究上，較少涉及動(dòng)機(jī)理論與教學(xué)的關(guān)系及動(dòng)機(jī)理論在具體教學(xué)活動(dòng)中的應(yīng)用。在文章中，作者首先闡述了以

16、往的學(xué)者關(guān)于動(dòng)機(jī)的定義,從Pit Corder，Garnder,到Pintrich & Schunk,再到杜福興。繼而在理解和總結(jié)的基礎(chǔ)上，提出了自己的關(guān)于動(dòng)機(jī)的定義。其次，作者闡釋了關(guān)于動(dòng)機(jī)的傳統(tǒng)分類，工具性動(dòng)機(jī)和融合性動(dòng)機(jī)，內(nèi)部動(dòng)機(jī)和外部動(dòng)機(jī)。再次，作者總結(jié)出中國(guó)中學(xué)英語(yǔ)學(xué)習(xí)者存在的主要問題:英語(yǔ)課堂中的焦慮情緒和以考試為導(dǎo)向不良的英語(yǔ)學(xué)習(xí)模式。同時(shí)針對(duì)這些問題，作者總結(jié)出部分動(dòng)機(jī)理論，如：認(rèn)知主義當(dāng)中的歸因理論和成就動(dòng)機(jī)理論，Dörnyei的三層次動(dòng)機(jī)理論。最后，在相關(guān)理論的指導(dǎo)下提出一系列激發(fā)培養(yǎng)學(xué)生學(xué)習(xí)動(dòng)機(jī)的方法:一，建立一個(gè)基本的動(dòng)機(jī)培養(yǎng)環(huán)境，讓學(xué)生處在一個(gè)愉悅并

17、且積極的學(xué)習(xí)環(huán)境中；二，通過文化教學(xué)的方式讓學(xué)生不斷接觸學(xué)習(xí)目標(biāo)語(yǔ)文化（即英語(yǔ)國(guó)家文化）,以此來激發(fā)培養(yǎng)學(xué)生的融合性動(dòng)機(jī)。三，通過提高英語(yǔ)學(xué)習(xí)者的自我效能感和正確歸因來激發(fā)學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)。衷心希望文章中所提出的問題和相應(yīng)的對(duì)策方法能夠?qū)τ⒄Z(yǔ)教學(xué)者有所啟發(fā)，幫助他們更加有效的激發(fā)培養(yǎng)中學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)，提高英語(yǔ)教學(xué)質(zhì)量。關(guān)鍵詞：動(dòng)機(jī)理論；英語(yǔ)學(xué)習(xí)；歸因理論Table of Contents1. Introduction.12. Theories of Motivation .22.1 The Definition of Motivation.22.2 The Classification of

18、 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 To

19、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.13

20、5. 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 attention

21、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, 197

22、0). “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 researchers h

23、ave 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 motivation t

24、heories, 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 divides

25、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( targ

26、et 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 and

27、 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 Pintr

28、ich & 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 school:

29、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 definitio

30、n 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 education.

31、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 la

32、nguage. (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, especially g

33、oal-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 fr

34、om 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, motivation i

35、s 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 and e

36、xternal 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 motivat

37、ions 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). The

38、y 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 spea

39、k 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 to

40、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 fi

41、lms, 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 inte

42、grative 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 instr

43、umental 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 mot

44、ivation (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 extrins

45、ic 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 infl

46、uences. 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 motivat

47、ion 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 began

48、 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 mo

49、st 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 uncontrollab

50、le 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 Bandura

51、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 stro

52、ng 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 direct

53、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 substitute

54、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 emoti

55、on 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 area

56、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 se

57、cond 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, attribution