【正文】 ents can feel that they are close to English. The Application of Collaborative Learning According to D246。 task difficulty is regarded as external and stable。rnyei’s ThreeLevel Categorization…………………………………… .......6 3. Main Problems in English Class in Middle School ……………………… ............7 Learners’ Anxiety in Classroom……………………………………………… .7 ExamOriented Learning Mode ……………………………………… ............7 4. Methods of Inspiring and Cultivating Students’ Motivation ………… ..……… ....8 To Create a Pleasant and Supportive Learning Environment………... ..............8 The Application of Collaborative Learning………………………………… ....9 To Familiarize Learners with Target Language Culture……………… ...........10 To Generate Students’ Motivation…… ...……………………………… .........11 To Enhance Students’ Sense of SelfEfficacy and Their Confidence… ..11 Attribution Training………………………………… .………………… 13 5. Conclusion……………………………………………………………………… .14 References………………………………………………………………………… ...15 1 1. Introduction As globalization continues to develop, English is being more important than ever. In most middle schools in china, English is an important and pulsory subject for students. In that case, researches on English learning have been paid more attention 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, 1970). “Motivation on foreign language learning is one of the most dynamic factors in individual factors of language learners (Qin xiaojing, 20xx). Motivation, therefore, plays an important role in affecting foreign language acquisition. Motivation is so important that many second language researchers have 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 theories, as a kind of theory laid more stress on the learner’s 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 prehensive theory of motivation. This theoretical framework divides all the motivation ponents into three levels—the level of language, the level of learners, the level of learning situation. Dornyei’s theory illustrates that learning motivation of foreign language is not only related to the learning subject (learners), but also related to the learning object( target language) and learning situations. For the first time, he bines the motivation studies with language teaching and learning closely, providing a theoretical base for inspiring student’s learning motivation. However, previous studies focus more on the classification of the learning motivation and theoretical research. Fewer researches on the relationship between motivation theory 2 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 Pintrich amp。其次，作者闡釋了關(guān)于動機的傳統(tǒng)分類，工具性動機和融合性動機，內(nèi)部動機和外部動機。 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。n D246。內(nèi)部動機是指學習活動本身能使學生得到情緒上的滿足，從而產(chǎn)生成就感，在教學中比較常用。 Jakobovits 經(jīng)過調(diào)查發(fā)現(xiàn)，影響外語學習的幾個因素中，動機占 33％，與才能所占比重持平 (Jakobovits， 1970:86)。同時，由聯(lián)結(jié)主義學習理論家提出的強化理論可以指導激發(fā)學生的外部動機 ,例如很多學生想得到老師的獎勵和表揚等。 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。 Jakobovits 經(jīng)過調(diào)查發(fā)現(xiàn)，影響外語學習的幾個因素中，動機占 33%，與才能所占比重持平，可見動機是影響外語學習的主要情感因素之一。rnyei 的三層次動機理論。 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。rnyei’s ThreeLevel Categorization The first explicit attention to teachers’ role regarding learners’ motivation 6 inspiration was given by D2