發(fā)布時(shí)間：2021-04-25 11:32

　　學(xué)習(xí)動(dòng)機(jī)是直接推動(dòng)人類學(xué)習(xí)的一種內(nèi)部力量，它是人類行為動(dòng)機(jī)體系中的重要組成部分。英語學(xué)習(xí)很大程度上與學(xué)習(xí)者的學(xué)習(xí)動(dòng)機(jī)密切相關(guān)。只有當(dāng)學(xué)習(xí)者想學(xué)、樂學(xué)時(shí)，才能充分調(diào)動(dòng)其學(xué)習(xí)的積極主動(dòng)性，使其取得良好的學(xué)習(xí)成績。隨著國內(nèi)外教育界的日益重視，有關(guān)英語學(xué)習(xí)動(dòng)機(jī)的研究在我國成績頗豐，但現(xiàn)有的研究大都針對大學(xué)生、中學(xué)生的英語學(xué)習(xí)動(dòng)機(jī)，鮮有以2+4師范學(xué)校學(xué)生為研究對象的。而近些年來，初中起點(diǎn)本科層次小學(xué)教師的培養(yǎng)作為一種新鮮事物，具有其特殊性。調(diào)查研究2+4師范學(xué)校學(xué)生英語學(xué)習(xí)動(dòng)機(jī)現(xiàn)狀，對于2+4師范學(xué)校的英語教學(xué)有著更為深遠(yuǎn)的意義和影響�；谝陨嫌^點(diǎn)和背景，本研究以教育心理學(xué)、英語教學(xué)論和二語習(xí)得的理論知識為依據(jù),調(diào)查研究2+4師范學(xué)校學(xué)生的英語學(xué)習(xí)動(dòng)機(jī)水平，本文將回答下列問題：1、2+4師范學(xué)校學(xué)生的英語學(xué)習(xí)動(dòng)機(jī)現(xiàn)狀如何？2、2+4師范學(xué)校學(xué)生的英語學(xué)習(xí)動(dòng)機(jī)與英語成績之間的關(guān)系如何？本研究采用實(shí)證研究的方式，運(yùn)用調(diào)查問卷和訪談等研究工具，采用定量和定性相結(jié)合的方法，以本人任教的2+4師范學(xué)校小學(xué)教育專業(yè)的兩個(gè)班學(xué)生（共100人，其中男生16人，女生84人）為研究對象進(jìn)行了調(diào)查研究。本研究中所采... 

【文章來源】：魯東大學(xué)山東省

【文章頁數(shù)】：82 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Contents
Chapter One Introduction
    1.1 Necessity of the Study
    1.2 General Description of the Thesis
    1.3 General Framework of the Thesis
Chapter Two Literature Review
    2.1 Learning Motivation Theories
        2.1.1 Expectancy-value Theories
        2.1.2 Goal Theory
        2.1.3 Self-determination Theory
    2.2 English Learning Motivation Theories
        2.2.1 Gardner’s English Learning Motivation Theories
        2.2.2 Crookes & Schmidt’s Learning Motivation Theory
        2.2.3 Dornyei’s Three-Level Categorization
        2.2.4 Williams & Burden’s Social Constructivist Model of Motivation
    2.3 Relevant Concepts
        2.3.1 The Definition of Learning Motivation
        2.3.2 The Definition of English Learning Motivation
    2.4 The Classification of Foreign Language Learning Motivation
    2.5 The Effects of Foreign Language Learning Motivation
    2.6 The Present Research at Home and Abroad
        2.6.1 The Present Research in Our Country
        2.6.2 The Present Research in Other Countries
Chapter Three Research Methods
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 2+4 Normal School Students’ English Learning Motivation Questionnaire
        3.3.2 Interview Questions of 2+4 Normal School Students’ Learning Motivation
        3.3.3 Statistical Software
    3.4 Administration Procedures
        3.4.1 Questionnaire Investigation
        3.4.2 Interview
Chapter Four Results and Discussion
    4.1 Characteristics of 2+4 Normal School Students’English Learning Motivation and Analysis
    4.2 Relationships between 2+4 Normal School Students’English Learning Motivation and English Achievements andAnalysis
    4.3 Discussion
    4.4 Discussion of Influential Factors of Students’English Learning Motivation
        4.4.1 Discussion of External Factors that Affect Students’ English Learning Motivation
        4.4.2 Discussion of Internal Factors that Affect Students’ English Learning Motivation
Chapter Five Conclusion
    5.1 Main Findings ofThis Study
    5.2 Related Measures to Motivate 2+4 Normal School Students' English Learning Motivation
        5.2.1 Teachers’ Behavior and the Relationship between the Teachers and the Students
        5.2.2 Active Classroom Atmosphere
        5.2.3 Study Group
    5.3 The Implication ofThis Study
    5.4 The Limitations and Future Research Directions
References
Appendix Ⅰ: 2+4 Normal School Students’English Learning Motivation Questionnaire
Appendix Ⅱ: Interview Questions of 2+4 Normal School Students’Learning Motivation
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