Ways to Encourage Students’ Motivation of Learning English英語(yǔ)專業(yè)畢業(yè)論文

1、ways to encourage students motivation of learning english畢業(yè)設(shè)計(jì)（論文）開題報(bào)告一. 選題的依據(jù)及意義：in recent years in china, learning english has been a very prevalent tendency and it has become more popular and urgent as china succeeded in bidding to hold the 2008 olympic games and entering into the world trade orga

2、nization. mastery of a foreign language, especially english is viewed as a passport to ones future success, thus, more and more people swarm into the tide of english learning. in addition, the english learners have become younger and younger that english courses are taught in grade three or grade on

3、e of primary schools and even in kindergartens. furthermore, most of parents send the children to some after-school english classes on the weekends in the hope of promoting the childrens english learning, yet some of the teachers and parents are in frustration of recognition of the childrens low att

4、itude and grades in english learning. therefore, as should know the psychological theory and the process of english learning in order to encourage and enhance the english learning of students.國(guó)內(nèi)外研究現(xiàn)狀及發(fā)展趨勢(shì)（含文獻(xiàn)綜述）： my research is mainly on second language acquisition of students attitude and learning

5、definition on motivation and english learning. in the study of the second language acquisition, politzer and mcgroarty (1985) draw a conclusion that learners goals are likely to determine strategy use. oxford and nyikos (1989) report formally that motivation is related to language learning strategie

6、s. they come to a conclusion that the degree of expressed motivation is the single most powerful influence on the choice of language learning strategies; high motivated learners use more strategies relating to formal practice, functional practice and conversational input elicitation than do poorly m

7、otivated learners. after studying the reasons that adult students learn english for career at the us foreign service institute, ehrman (1990) points out that an instrumental motivation can result in a preference for communicative-oriented strategies. rod ellis (1997) finds that the strength of learn

8、ers motivation can be expected to have a causal effect on the quantity of learning strategies they employ. the type of motivation may also influence strategy choice. okada, et al.(1996)conduct an exploratory study on the relationship of learning strategy use and motivation in foreign language learni

9、ng context .subjects investigated around the us are studying either japanese or spanish at the college level. the result of this study shows that there is significant correlation between motivation and strategy use for each language group. in china, studies on english learning motivation and english

10、 learning ways have been carried out largely. however, these two variables are studied separately by most of researchers. only few of them have studied the relationship between english learning motivation and english learning ways .zhang jianzhong and yu hongzhen (1998) point out that the learners l

11、earning goals will determine the strategies employ edgy them. whether the learners study english for finding good jobs or enhancing personal competence, they always choose the corresponding ways to achieve their learning goals jiangzukang (2000) claims that the learners learning motivation influence

12、d their learning ways choices. wenqiufang (2001) carries out a study on development patterns of modifiable learner variables (for example. motivation, belief and way) and their relations. the result of her study shows that the relations among the variables such as motivation and learning ways are qu

13、ite stable. therefore, she makes the following conclusions:1)l earning motivations have influence on learning attitudes and ways, deep motivation have much more influence than surface motivation on the second language learning;2)deep motivation and surface motivation both have positive impacts on ma

14、nagement strategies;3)the deep motivation has a negative correlation with the way of depending on native language, and the stronger their deep motivations are, the less impossibly they depend on native language. zhang yaling (2001) finds that motivation held by students with poor accumulation has si

15、gnificant correlation with strategies employed by them. these lowly motivated students tend to adopt more negative learning ways, and these highly motivated students, frequently, tend to adopt more active and positive learning strategies.4 本課題研究?jī)?nèi)容1. introduce the motivation, classify and the models2

16、. the relation between motivation and english learning3. the factor that affect learning motivation4.make suggestions on how to improve english learning5 本課題研究方案step a make a brief introduction of the motivationstep b classify and analyze the models of the motivationstep c fine out the relation betw

17、een motivation and english learningstep d research and analyze psychology and the definition of students english learning step e state my viewpoint and give ways on the issue by the research and lead to a conclusion6 研究目標(biāo)、主要特色及工作進(jìn)度：goal of research: try to find the guiding principles in motivation a

18、nd english learningmain traits: descriptive and analytical, and synthesis2.213.6: complete all the preparative work, including proposal for selecting the theme; literature research and translation;3.74.15: complete the first draft;4.164.28: complete the second draft;5.29: complete the final version;

19、5.30: write an abstract of about 200 words and fill in paper form;5.316.4: typing, oral presentation, form filling.六、參考文獻(xiàn)：1.ellis rod . second language acquisition m. shanghai: shanghai foreign language education press,20002.dornyei zoltan. teaching and researching motivation m. beijing: foreign lan

20、guage teaching and researching presss.20053.bandura, a. 1991. self-regulation of motivation through anticipatory and self-reactive mechanisms. nebraska symposium on motivation,39,69-1644.ehrman. m.e. 1990. the role of personality type in adult language learning: an ongoing investigation. in t.s. par

21、ry & c.w.(eds.) stransfield, language aptitude reconsidere .englewood cliffs, nj:prentice hall regents,126-1785.ellis. r. 1994.the study of secondllanguge acquisition. oxford university press, 516-5426.maslow a.h.1970.motivation and personality. new york: harper and row.7.oxford, r.l,& nyikos, m.198

22、9. variables affecting choice of language learning strategies by university students. modern language journal, 73:291-3008.politzer, r.l.& m. mcgroarty. 1985. an exploratory study of learning behaviors and their relationship to gains in linguistic and communicative competence. tesol quaterly, 19,103

23、-124.9.蔣祖康.2000，第二語(yǔ)言習(xí)得研究，北京：外語(yǔ)教學(xué)與研究出版社。10.文秋芳.2001，英語(yǔ)學(xué)習(xí)者動(dòng)機(jī)、觀念、策略的變化規(guī)律與特點(diǎn)，外語(yǔ)與外語(yǔ)教學(xué)，（2）：105-11011.張亞玲，郭德俊，2001， 學(xué)習(xí)基礎(chǔ)較差學(xué)生的學(xué)習(xí)動(dòng)機(jī)與學(xué)習(xí)策略特點(diǎn)研究，首都師范大學(xué)學(xué)報(bào)（社會(huì)科學(xué)版），（3）：:10-11212.張兼中，俞紅珍，1989，英語(yǔ)教育心理學(xué)，北京：人民教育出版社.13.鄒慶鈴.an investigation of english learning motivation and strategies of high vocational students:a case s

24、tudy of laiwu vocational college，山東師范大學(xué)碩士學(xué)位論文，200914.倪雪華, 以課堂討論激發(fā)中職學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)的有效性研究，上海師范大學(xué)碩士學(xué)位論文，200915.郭德俊. 動(dòng)機(jī)心理學(xué)理論與實(shí)踐 m. 北京：人民教育出版社，200516.王篤勤. 英語(yǔ)教學(xué)策理論 m. 北京：外語(yǔ)教學(xué)與研究出版社，200217.王初明. 應(yīng)用心理學(xué) m. 長(zhǎng)沙：湖南教育出版社, 1990:9518.張大均. 教育心理學(xué) m. 北京：人民教育出版社，200419.張成偉.黃良廣. 高職學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)調(diào)查分析. 常州信息職業(yè)技術(shù)學(xué)院報(bào).2007年8月,第6卷第4期.20.華

25、惠芳. 試論英語(yǔ)學(xué)習(xí)動(dòng)機(jī)與策略研究, 外語(yǔ)界1998年第三期21.郭德俊. 動(dòng)機(jī)心理學(xué)理論與實(shí)踐 m 北京：人民教育出版社，200522皮連生. 學(xué)與教的心理學(xué) m 上海：華東師范大學(xué)出版社，200623.朱文彬，趙淑文. 高等教育心理學(xué) m. 北京：首都師范大學(xué)出版社，20畢業(yè)論文任務(wù)書一、畢業(yè)論文的要求和內(nèi)容1. requirements a) the paper should have sufficient academic significance to fit its title and should be written by you in person rather than a

26、 copy from somewhere.b) the paper should be no less than 5000 words in english (not including the references), and your contribution should be no less than 3000 words.c) quotations (direct or indirect) should be italicized or otherwise indicated, and should not exceed 2000 words altogether. referenc

27、es should be no less than 4 items. (consulting reading & writing across curriculum, chapter 15 for the way to indicate quotations and references.)d) please strictly abide by the format prescribed by the department.2. the underlined section is the focus for developing your topic1. 應(yīng)用語(yǔ)言學(xué)專題研究2. 語(yǔ)言學(xué)專題研究

28、3. 東西方語(yǔ)言、文化、教育、哲學(xué)、思想、社會(huì)研究4. 東、西方價(jià)值對(duì)比研究（人生、工作、愛情、死亡、未來(lái)、倫理、道德、家庭觀念、自立意識(shí)、宗教、親情、認(rèn)知、知行統(tǒng)一、科學(xué)/實(shí)踐精神、社會(huì)意識(shí)、敬業(yè)精神等）5. 西方文學(xué)/歷史/文化名人與作品研究6. 國(guó)際問題或國(guó)別專題研究8. 語(yǔ)言應(yīng)用問題研究9. 熱門社會(huì)問題探討10. 教育理念和思想研究初選題目：ways to encourage students motivation of learning english二、研究方案、目標(biāo)1. progress schedule1) complete literature research(文獻(xiàn)調(diào)查)

29、 and selection of theme (at least 5 reference sources are required, and the theme must be of academic significance.)2) write the proposal for your paper; try to specify your theme, main argument, approach, and the general organization of your paper. 3) begin to write the first draft and hand in for

30、first inspection.4) revise the paper according to the feedback from the tutor and hand in the second draft. complete the final version. 5) write an abstract of about 200 words, fill in paper form, type and print the paper (in 3 copies), and hand in them and prepare for oral presentation. 6) oral pre

31、sentation2. suggestion for writing step a introduce a topic which deserves discussing academically. step b try to define the issue, that is, try to say what is to be included in your discussion and to what extent. step c try to review what other people say about the issue, summarize, classify and an

32、alyze their statement.step d try to state your own opinion or viewpoint on that issue ideally with a well formulated argument.step e develop your argument and lead to a conclusion.三、閱讀書目清單、1.ellis rod . second language acquisition m. shanghai: shanghai foreign language education press,20002.dornyei

33、zoltan. teaching and researching motivation m. beijing: foreign language teaching and researching presss.20053.bandura, a. 1991. self-regulation of motivation through anticipatory and self-reactive mechanisms. nebraska symposium on motivation,39,69-1644.ehrman. m.e. 1990. the role of personality typ

34、e in adult language learning: an ongoing investigation. in t.s. parry & c.w.(eds.) stransfield, language aptitude reconsidere .englewood cliffs, nj:prentice hall regents,126-1785.ellis. r. 1994.the study of secondllanguge acquisition. oxford university press, 516-5426.maslow a.h.1970.motivation and

35、personality. new york: harper and row.7.oxford, r.l,& nyikos, m.1989. variables affecting choice of language learning strategies by university students. modern language journal, 73:291-3008.politzer, r.l.& m. mcgroarty. 1985. an exploratory study of learning behaviors and their relationship to gains

36、 in linguistic and communicative competence. tesol quaterly, 19,103-124.9.蔣祖康.2000，第二語(yǔ)言習(xí)得研究，北京：外語(yǔ)教學(xué)與研究出版社。10.文秋芳.2001，英語(yǔ)學(xué)習(xí)者動(dòng)機(jī)、觀念、策略的變化規(guī)律與特點(diǎn)，外語(yǔ)與外語(yǔ)教學(xué)，（2）：105-11011.張亞玲，郭德俊，2001， 學(xué)習(xí)基礎(chǔ)較差學(xué)生的學(xué)習(xí)動(dòng)機(jī)與學(xué)習(xí)策略特點(diǎn)研究，首都師范大學(xué)學(xué)報(bào)（社會(huì)科學(xué)版），（3）：:10-11212.張兼中，俞紅珍，1989，英語(yǔ)教育心理學(xué)，北京：人民教育出版社.13.鄒慶鈴.an investigation of english lear

37、ning motivation and strategies of high vocational students:a case study of laiwu vocational college，山東師范大學(xué)碩士學(xué)位論文，200914.倪雪華, 以課堂討論激發(fā)中職學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)的有效性研究，上海師范大學(xué)碩士學(xué)位論文，200915.郭德俊. 動(dòng)機(jī)心理學(xué)理論與實(shí)踐 m. 北京：人民教育出版社，200516.王篤勤. 英語(yǔ)教學(xué)策理論 m. 北京：外語(yǔ)教學(xué)與研究出版社，200217.王初明. 應(yīng)用心理學(xué) m. 長(zhǎng)沙：湖南教育出版社, 1990:9518.張大均. 教育心理學(xué) m. 北京：人民教育

38、出版社，200419.張成偉.黃良廣. 高職學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)調(diào)查分析. 常州信息職業(yè)技術(shù)學(xué)院報(bào).2007年8月,第6卷第4期.20.華惠芳. 試論英語(yǔ)學(xué)習(xí)動(dòng)機(jī)與策略研究, 外語(yǔ)界1998年第三期21.郭德俊. 動(dòng)機(jī)心理學(xué)理論與實(shí)踐 m 北京：人民教育出版社，200522皮連生. 學(xué)與教的心理學(xué) m 上海：華東師范大學(xué)出版社，200623.朱文彬，趙淑文. 高等教育心理學(xué) m. 北京：首都師范大學(xué)出版社，20 四、論文過程中所需完成的其他要求（讀書報(bào)告、調(diào)研報(bào)告、業(yè)務(wù)總結(jié)等）1. 仔細(xì)查找、閱讀文獻(xiàn)，完成詳細(xì)的文獻(xiàn)分析，認(rèn)真撰寫文獻(xiàn)綜述。2. 完成2000字（漢字）左右的英文資料翻譯，盡量翻譯與

39、論文題目相關(guān)的英文資料。3. 完成實(shí)習(xí)。提供實(shí)習(xí)報(bào)告一份，并需要實(shí)習(xí)單位的鑒定（簽章）。五、畢業(yè)論文進(jìn)度計(jì)劃序號(hào)各階段工作內(nèi)容起訖日期實(shí)施地點(diǎn)1下達(dá)任務(wù)書，收集資料2011年2月21日至3月6日學(xué)校2完成開題報(bào)告2011年3月7日至3月20日實(shí)習(xí)地3完成外文資料翻譯2011年3月21日至4月3日實(shí)習(xí)地4完成論文大綱和文獻(xiàn)綜述2011年4月4日至4月17日學(xué)校5論文寫作與修改完善2011年4月18日至5月22日學(xué)校6論文定稿2011年5月29日學(xué)校7完成中、英文摘要；論文打??；準(zhǔn)備答辯2011年5月31日學(xué)校8論文答辯2011年6月4日學(xué)校六、畢業(yè)論文進(jìn)度表（本表至少每?jī)芍苡蓪W(xué)生填寫一次，交指導(dǎo)

40、教師簽署審查意見）第一、二周（2 月 21 日 至3月6 日）學(xué)生主要工作：依據(jù)學(xué)院的統(tǒng)一安排，確定好論文的題目并收集資料，而后與導(dǎo)師取得聯(lián)系，了解寫作論文的有關(guān)情況和相關(guān)的注意事項(xiàng)，并作好畢業(yè)實(shí)習(xí)的有關(guān)準(zhǔn)備工作。指導(dǎo)教師審查意見：簽名： 年 月 日第三、四周（3 月 7 日至3月 20日）學(xué)生主要工作：翻閱、整理大學(xué)前期中所學(xué)與論文相關(guān)的書籍等資料，完成開題報(bào)告，并在此基礎(chǔ)上，借助圖書館、互聯(lián)網(wǎng)等工具搜集、查閱論文的相關(guān)資料，并對(duì)所獲得的資料進(jìn)行歸類和分析選擇，作好論文寫作的基礎(chǔ)性工作。指導(dǎo)教師審查意見：簽名： 年 月 日第五、六周（3 月 21 日至4 月 3日）學(xué)生主要工作：廣泛搜集資料

41、，對(duì)中國(guó)政治術(shù)語(yǔ)的翻譯有初步了解。確定所寫課題的主要內(nèi)容。搜集細(xì)節(jié)資料，整理翻譯方法及選擇翻譯實(shí)例。指導(dǎo)教師審查意見：簽名： 年 月 日第七、八周（4 月 4 日至 4 月 17日）學(xué)生主要工作：完成論文大綱，繼續(xù)搜集細(xì)節(jié)材料，并對(duì)材料進(jìn)行分析歸類。指導(dǎo)教師審查意見：簽名： 年 月 日第九、十周（4 月 18 日至 5 月 22日）學(xué)生主要工作：論文寫作，完成論文主體部分。充實(shí)完善文章內(nèi)容。指導(dǎo)教師審查意見：簽名： 年 月 日第十一周至畢業(yè)論文工作結(jié)束（5 月 23 日 至 5 月 31 日）學(xué)生主要工作：依據(jù)導(dǎo)師的指導(dǎo)意見，反復(fù)對(duì)論文初稿進(jìn)行修改與完善，修改摘要，及其他錯(cuò)誤和排版。指導(dǎo)教師審

42、查意見：簽名： 年 月 日ways to encourage students motivation of learning english摘 要?jiǎng)訖C(jī)在英語(yǔ)學(xué)習(xí)中有著至關(guān)重要的作用，因此，如何有效地調(diào)動(dòng)學(xué)生的學(xué)習(xí)動(dòng)機(jī)是一個(gè)十分重要的問題。本文將闡述動(dòng)機(jī)的重要性和提供一些有效的方法來(lái)激勵(lì)學(xué)生學(xué)習(xí)英語(yǔ)。首先,通過采用定義來(lái)了解什么是動(dòng)機(jī)，然后闡述動(dòng)機(jī)的分類，分別有工具型動(dòng)機(jī)，歸附型動(dòng)機(jī)，內(nèi)在動(dòng)機(jī)和外在動(dòng)機(jī)；動(dòng)機(jī)的理論模式以及學(xué)習(xí)動(dòng)機(jī)和英語(yǔ)學(xué)習(xí)之間的關(guān)系，最后通過借用（張成偉，黃良廣，2007.8）的調(diào)查結(jié)果來(lái)了解什么因素影響學(xué)生學(xué)習(xí)動(dòng)機(jī)。再根據(jù)理論基礎(chǔ)和分析結(jié)果,提出了幾種行之有效的方法調(diào)動(dòng)學(xué)生的

43、英語(yǔ)學(xué)習(xí)。本文針對(duì)在校大學(xué)生學(xué)習(xí)情況提出五種方法：（1）改變教學(xué)觀念，改變教師角色；（2）正確評(píng)價(jià)學(xué)生在課堂上的行為；（3）創(chuàng)設(shè)問題情境，鼓勵(lì)學(xué)生積極思考；（4）構(gòu)建校園文化；（5）肯定學(xué)生自己的學(xué)習(xí)能力。這些方法也許并不全面，但還是希望它們對(duì)學(xué)生英語(yǔ)學(xué)習(xí)可以起到一定的作用。關(guān)鍵詞：學(xué)習(xí)動(dòng)機(jī)；大學(xué)學(xué)生；學(xué)習(xí)方法abstractmotivation is the critical effect in english learning, thus, how to effectively motivate students in english learning is an important pr

44、oblem. in this paper will expound the importance of motivation and provide some ways to motivate students in english learning. at the first, the author will show the definition of motivation, and follow up to explains the classify of motivation that have instrumental and integrative motivation as we

45、ll as intrinsic and extrinsic motivation; the motivation theory models and the relation between learning motivation and english learning, at last, borrowing （zhang chengwei，huang liangguang 2007.8）the result of investigate to know about what factor affect students learning motivation. finally, accor

46、ding to the rationale and research study, the author suggests several effective ways to motivate students in english learning.this paper project five ways with the situation of college students learning; (1) change the concept of teaching, alter the role of teacher; (2) correct value students behavi

47、or in class; (3) set up question situation and inspire students positive thought; (4) build wholesome school culture; (5) affirm students ability of own learning. the ways may not whole aspects, but the author hope that they can help a little with students english learning, either.key words: learnin

48、g motivation; college students; learning ways contents摘 要iabstractiichapter 1 introduction1chapter 2 the definition of motivation.12.1 classify of motivation.22.1.1 integrative motivation and instrumented motivation.22.1.2 intrinsic motivation and extrinsic motivation.32.2 learning motivation theory

49、 models.42.2.1 behavior consolidation theory.42.2.2 hierarchy of needs theory52.2.3 self-effect theory62.2.4 achievement attribution theory.6chapter 3 relation between motivation and english learning8chapter 4 ways to motivate students in english learning104.1 the significance of research.104.2 anal

50、yze result and find out the reason.114.3 ways to motivate students in english learning.13chapter 5 conclusion.14references14acknowledgements15chapter 1 introductionmotivation is the initial source for people activities and it is the power for students learning. thus, learning motivation is considere

51、d as one of the most important variables that can affect one english learning psychologists and educationists have made many researches about motivation. for students, an english class is still to main way to learn english. thus classroom teaching is the main way to arouse the students interests and

52、 their english learning motivation.in recent years in china, learning english has been a very prevalent tendency and it has become more popular and urgent as china succeeded in bidding to hold the 2008 olympic games and entering into the world trade organization. english is viewed as a passport to o

53、nes future success, thus, more and more people swarm into the tide of english learning. in addition, the english learners have become younger and younger that english courses are taught in different grades. therefore, as teachers should know the psychological theory and the process of english learni

54、ng in order to encourage and enhance the english learning of students. language learning is a very complicated process that is influenced by many factors. besides the intelligent factor, the non-intelligent factors-motivation, attitude, interests, age, methods, will and character-are the direct and the most important factors to english learning. because the behavior of english learners is dominated by cognition, in other words, the learners have a desire in which is a drive to persist in english learning. it is true t