【正文】 rnyei’s ThreeLevel Categorization The first explicit attention to teachers’ role regarding learners’ motivation 6 inspiration was given by D246。rnyei 的三層次動(dòng)機(jī)理論。 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(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)。n D246。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)。 task difficulty is regarded as external and stable。rnyei(1994) proposed a threelevel categorization. His theory includes three levels: language level, learning level and learning situation level. In D246。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。 fourthly, by increasing the English learners39。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)。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。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。 Ryan, 1985). Edward Deci (1975) defined intrinsic motivation: Intrinsically motivated activities are ones in which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward. Intrinsic motivation originates from the learner’s interest in language learning, and the learning behavior is the result of voluntary. With the intrinsic motivation, people are more willing to meet challenges. Extrinsic motivation is derived from external influences. The learners want to obtain some external rewards (. high marks, rewards or positive feedback) or to avoid punishment. More simply, intrinsic motivation is “I want to learn.” While extrinsic motivation is “I am forced to learn”. Later studies found that when bing extrinsic motivation and intrinsic motivation together, it will help to consolidate the effect of intrinsic motivation. Attribution Theory Attribution is a concept in social psychology addressing the processes by which individuals explain the causes of behavior and events. Psychology research of attribution began with the work of Fritz Heider in the early part of the 20th. century, 5 which was subsequently developed by others such as Harold Kelly and Bernard Weiner. Weiner is the representative of SuccessFail Attribution Theory. Weiner proposed that ability, effort, the difficulty of task and luck are the most vital factors influencing attributions for the learners’ achievements. At the same time, he divides these factors into three dimensions: firstly, internal attribution and external attribution。rnyei’s ThreeLevel Categorization, he divided those influences 9 of English learning into three levels: language level, learning level。 Schunk, to Du Fuxing. Secondly, the author illustrates the traditional classification of motivation: integrative motivation and instrumental motivation, internal motivation and external motivation. Thirdly, 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. 2. Related Theories of Motivation In this section, the author illustrates some basic conception, including definition and classification of motivation and analyzes some closely relevant motivation theories which are applied in the methods to inspire and motivate students’ learning motivation. The Definition of Motivation The study of motivation is a prominent area both in the fields of psychology and education. Before we conclude those methods for English teachers for stimulating students’ foreign language learning, the author believes it is essential to illustrate that what motivation is. According to Gardner, motivation refers to the bination of effort plus desire to achieve the goal of learning the language. (Gardner,1985). His theory about foreign language learning motivation is regarded as starting point for other researches. Brophy put forward a definition that “Motivation is a theoretical construct used to explain the initiation, direction, intensity, and persistence of behavior, especially goaldirected behavior” (Brophy, 1998) Another definition made by Pintrich and Schunk suggests: “Motivation is the 3 process whereby goaldirected activity is instigated and sustained”. “Motivation is a process rather than a product. As a process, we do not observe motivation directly but we infer it from such behaviors as a choice of tasks, efforts, persistence, or verbalization” (Pintrich amp。 English learning。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)。 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。 Schunk , 1996). Simply speaking, motivation is the learner’s direct inner drive to guide and stir personal behavior, and excite personal efforts to achieve goal. As Du Fuxing(20xx) summarizes, motivation is a state of cognitive and emotional arousal which may produce a conscious decision to act, and it needs a period of sustained intellectual and/or physical effort in order to attain a previously set goals. Thus in author’s opinion, teachers should be aware of different kinds of internal factors and external factors, and how they have influence on learning behaviors, and what kind of factor would be more likely to arouse learner’ interest and promote learner’s autonomy s