【正文】 The Inspiration and Cultivation of Students’ Motivation on English Learning in Middle School by 高悅 A thesis presented to the School of English Education of Xi’an International Studies University in partial fulfillment of the requirements for the degree of Bachelor of Arts May5, 20xx Class: 20xx1 Advisor: 趙花蘭 西安外國語大學(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，“英語熱”一直有增無減，關(guān)于英語教學(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學(xué)習(xí)動(dòng)機(jī)是語言學(xué)習(xí)者個(gè)體因素中最具能動(dòng)性的因素之一”（ 秦曉晴 ,20xx）?？梢妱?dòng)機(jī)是影響外語學(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 (JAtkinson)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)和表揚(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)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，D246。rnyei 的三層次動(dòng)機(jī)理論以及 Crosscultural Communication Theory 為理論基礎(chǔ)， 結(jié)合我國中學(xué)英語教學(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，更好得提高英語教學(xué)質(zhì)量。 參考文獻(xiàn)： [1]Gardner, . Social Psychology and Language Learning:the role of attitude and motivation[M] [2] Zolt225。n D246。rnyei amp。 Ema Ushioda. Motivation, Language Identity and The L2self [3] 杜福興 . 20xx. 談?dòng)⒄Z學(xué)習(xí)動(dòng)機(jī)及其激發(fā)與保持 . 外語教學(xué) , 24(4):5158. 指導(dǎo)教師 (簽名 ) 年 11 月 20 日 ii Acknowledgements I 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 like to express my most sincere gratitude to my mentor, Professor X. I am deeply indebted to her encouragement, valuable instructions and suggestions in acplishing this paper. Without her patient instruction, insightful criticism and expert guidance, the thesis would not have been pleted. Secondly, 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 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. iii The Inspiration and Cultivation of the Students’ Motivation on English Learning in Middle School Abstract: 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, 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 expounds the definition of previous scholars about motivation, from Pit Corder, Garnder, to Pintrich amp。 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 main problems of Chinese English learners in middle school: the anxiety in English classroom and examoriented 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 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 motivation。 fourthly, by increasing the English learners39。 sense of selfefficacy and the attribution training, teachers can stimulate students39。 English learning motivation. Sincerely, the author hopes that problems and corresponding methods discussed in this paper can help English teachers improve the quality of English teaching. Key words: motivation theory。 English learning。 attribution theory iv 論中學(xué)生英語學(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，“英語熱”一直有增無減，關(guān)于英語教學(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，作者首先闡述了以往的學(xué)者關(guān)于動(dòng)機(jī)的定義 ,從 Pit Corder， Garnder,到 Pintrich amp。 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)出中國中學(xué)英語學(xué)習(xí)者存在的主要問題 :英語課堂中的焦慮情緒和以考試為導(dǎo)向不良的英語學(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， D246。rnyei 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)語文化（即英語國家文化 ） ,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)生英語學(xué)習(xí)動(dòng)機(jī)，提高英語教學(xué)質(zhì)量。 關(guān)鍵詞 ： 動(dòng)機(jī)理論；英語學(xué)習(xí)；歸因理論 v Table of Contents 1. Introduction……………………………………………………………………… ..1 2. Theories of Motivation ………………………………………………………… ....2 The Definition of Motivation…………………………………………… .........2 The Classification of Motivation…… ...……………………………………… 3 Attribution Theory…………………………………………………………… ..5 SelfEfficacy Theory………………………………………………………… ..5 D246。rnyei’s ThreeLevel Categorization…………………………………… .......6 3. Main Problems in English Class in Middle Scho