【正文】 titude and motivation[M] [2] Zolt225。 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。 sense of selfefficacy and the attribution training, teachers can stimulate students39。 Jakobovits 經(jīng)過(guò)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(jiàn)動(dòng)機(jī)是影響外語(yǔ)學(xué)習(xí)的主要情感因素之一。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。rnyei 的三層次動(dòng)機(jī)理論。 關(guān)鍵詞 ： 動(dòng)機(jī)理論；英語(yǔ)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。 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 4 for some functional reasons: to pass an examination, to read and translate the news or books, to watch foreign films, 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 integrative 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 instrumental 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 motivation (Deci, 1975。 thirdly, controllable attribution and uncontrollable attribution. As the dimension divides, ability is regarded as internal and stable。rnyei’s ThreeLevel Categorization The first explicit attention to teachers’ role regarding learners’ motivation 6 inspiration was given by D246。rnyei’s model, the language level enpasses various orientations and motives related to aspects of the second language, such as the culture and the munity, and the usefulness of the language. The learning level involves the individual characteristics such as selfconfidence, need for achievement, language anxiety, overt language aptitude, attribution and selfefficacy. These factors are brought into the learning task and have great influence on a L2 learning result. The main concern of the model is learning situational level, which includes ponents related to the course, teacher and group dynamics. The coursespecific ponents refer to these kinds of motivational ponents, such as the learner’s interest in the course, the relativity between language teaching and the learner’s needs or goals, the learner’s expectancy to learn a language well, their satisfaction with the teaching activities and so on. The teacherspecific motivational ponents are linked with teacher’s behavior, personality and teaching style. The groupspecific motivational ponents are related with group dynamics, such as goal orientation of the group, classroom goal structure etc. it is suggested that in the classroom goal structure, cooperation can stimulate to students’ passion more easily than petition. 7 3. Main Problems in English Class in Middle School Although English learning has been paid much attention since the introduction of this course, there still are some mon and obvious problems in the English learning. In this part, the author mainly mentions two problems in English classroom from the perspective of students. Learners’ Anxiety in Classroom According to some scholars’ studies and observations in teaching, the author finds that some students suffer excessive anxiety in classroom due to their personality, previous learning experience. They are afraid of making mistakes, dare not express themselves in public, and seldom volunteer to answer the questions. Some of them have strong accent in speaking English, or some are shy and introvert. They think it is facelosing and embarrassing to speak English with strong local accent. Then they try to avoid opening their mouths and keep silent. However, the author finds that at the bottom of their hearts, they are anxious and eager to speak English well but they are confused about how to improve their English. Actually they need directions, instructions, encouragement and help from the teacher or other learners. Therefore the best way to help them is to show them certain learning skills or strategies and establish a supportive and relaxing learning atmosphere. In order to minimize the classroom anxiety, the teacher need to encourage the learners with such words that “l(fā)et’s assess our progress and learn from our mistakes’’, “we are here to learn, and you can not do that without making mistakes” or “ if we dare not take risks of making mistakes, we get no improvement” and so on. Examoriented Learning Mode The bigger problem lies in the way Chinese students study English. Actually the real goal of many students in China is not interestorient