黑龍江省城鄉(xiāng)中學生英語學習動機比較研究的開題報告

黑龍江省城鄉(xiāng)中學生英語學習動機比較研究的開題報告Title:AComparativeStudyofMotivationforEnglishLearningamongUrbanandRuralSecondarySchoolStudentsinHeilongjiangProvinceIntroduction:EnglishisanessentialsubjectinChina'ssecondaryschoolcurriculum,anditsimportanceisgrowing,giventheincreasingglobalizationandinternationalizationoftheworld.Itiswidelyacknowledgedthatmotivationisacrucialfactorthatdeterminesstudents'engagement,effort,andachievementinEnglishlearning.Students'motivationforlearningEnglishisaffectedbyvariousfactorssuchasparentalsupport,teacherexpectations,learningenvironment,andculturalbackground.Furthermore,thereisasignificantdistinctionbetweenurbanandruralstudents'motivationforEnglishlearning.ThepurposeofthisstudyistoexploreandcomparethemotivationforEnglishlearningamongurbanandruralsecondaryschoolstudentsinHeilongjiangProvince.ResearchQuestions:1.WhatarethedifferencesinmotivationforEnglishlearningbetweenurbanandruralsecondaryschoolstudentsinHeilongjiangProvince?2.Whatarethefactorsinfluencingurbanandruralstudents'motivationforEnglishlearning?3.Howcaneducatorsandpolicymakersimprovestudents'motivationforEnglishlearninginurbanandruralareasofHeilongjiangProvince?LiteratureReview:Motivationisacomplexconstructthathasbeenstudiedextensivelyinthefieldofeducation.ThemostprominenttheoreticalframeworkformotivationistheSelf-DeterminationTheory(SDT),whichpositsthatstudents'motivationisinfluencedbythreebasicpsychologicalneedsatisfaction:autonomy,competence,andrelatedness(RyanandDeci,2000).Manystudieshaveexaminedtherelationshipsbetweenmotivationandacademicachievement,andthesestudiesshowthatstudentswhoarehighlymotivatedtendtoperformbetteracademically(Reeve,2012).InthecontextofEnglishlearning,Gardner'ssocio-educationalmodelofsecondlanguageacquisition(SLA)iscommonlyusedtounderstandstudents'motivation(Gardner,2001).AccordingtoGardner,languagelearners'motivationisdeterminedbybothintegrativeandinstrumentalorientations.Integrativemotivationreferstothedesiretolearnalanguageoutofagenuineinterestinthecultureandpeoplewhospeakthelanguage,whileinstrumentalmotivationreferstothedesiretolearnthelanguageforpracticalreasons,suchasgettingabetterjoborpassinganexam.Manystudieshavefoundthatintegrativemotivationhasastrongerpositiveeffectonstudents'Englishachievementthaninstrumentalmotivation(DornyeiandUshioda,2011).Intermsofthedifferencesbetweenurbanandruralstudents'motivationforEnglishlearning,afewstudieshavebeenconducted,andtheyfoundthaturbanstudentstendtohavehighermotivationforEnglishlearningthanruralstudents.Thereasonsforthisdifferencecanbeattributedtovariousfactorssuchaseconomicandculturaldisparities,accesstoeducationresources,andexposuretoEnglishlanguageandculture(Wang,2003;LuandDu,2021).Methodology:ThisstudywillemployaquantitativeresearchdesignusingasurveyquestionnairetocollectdatafromasampleofsecondaryschoolstudentsinurbanandruralareasofHeilongjiangProvince.Theparticipantswillbeselectedthroughastratifiedrandomsamplingmethodbasedontheirgrades,gender,andlocation.Thequestionnairewillconsistoffourparts:demographicinformation,motivationforEnglishlearning,Englishlanguageproficiencylevel,andlearningenvironmentperception.ALikertscalewillbeusedtomeasurestudents'motivationforEnglishlearningandlearningenvironmentperception.Thecollecteddatawillbeanalyzedusingdescriptivestatistics,t-tests,andregressionanalysis.ExpectedResults:ItisexpectedthaturbanstudentswillhavehighermotivationforEnglishlearningthanruralstudents.Thestudymayalsofindthatvariousfactorssuchasparentalsupport,teacherexpectations,Englishlanguageproficiencylevel,andlearningenvironmentperceptionaffectstudents'motivationforEnglishlearningdifferentlyinurbanandruralareas.Theresultsofthisstudywillprovideinsightsforeducatorsandpolicymakersinenhancingstudents'motivationforEnglishlearninginbothurbanandruralareasofHeilongjiangProvince.Conclusion:Thisstudywillcontributetotheunderstandingofstudents'motivationforEnglishlearningamongurbanandruralsecondaryschoolstudentsinHeilon