中学生英语学习动机的激发与培养本科毕业论文(编辑修改稿)

中学生英语学习动机的激发与培养本科毕业论文(编辑修改稿)内容摘要：

ntified: integrative and instrumental motivation, intrinsic and extrinsic motivation. Instrumental and Integrative Motivation One of the bestknown and historically important studies of motivation in second language learning is that of Robert Gardnder and Wallace Lambert (1972). They made extensive studies on foreign language learners in Canada, several parts of United States and the Philippines, and classified two types of motivation: instrumental and integrative motivation. It is thought that students who are successful English learners are those who like the people that speak the language, admire the culture and have a desire to bee familiar with or even integrate in to the society in which the language is used(Falk, 1978). Yet the instrumental motivation is the motivation of the learner to learn a language for some external goals or pragmatic reasons. According to Gardner amp。 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。 Deci 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。 secondly, stable attribution and unstable attribution。 thirdly, controllable attribution and uncontrollable attribution. As the dimension divides, ability is regarded as internal and stable。 task difficulty is regarded as external and stable。 effort is perceived as internal changeable and learnercontrolled。 luck is external, changeable and not learnercontrolled. SelfEfficacy Theory Albert Bandura is the first to put forward the concept of SelfEfficacy Theory. The socalled selfefficacy means a subjective judgment on whether the learner can perform an action successfully or not. If the learner has a strong sense of selfefficacy, it is easier for them to attain the success, because the strong sense of selfefficacy will produce the strong belief that they can succeed in the foreign language learning, and learners will have more confidences and more persistence in the process of achieving the learning tasks. There are four factors that influence the selfefficacy. Firstly, it is direct experience. The learner’s direct experience exerts the most powerful influence on his or her selfefficacy. Generally speaking, successful experiences may promote learner’s selfefficacy. Adversely, a great deal of frustrated experiences may diminish learner’s selfefficacy. Secondly, it is substitute experience. The learner gets the indirect experience by observing others’ performances. Thirdly, it is verbal persuading. This way enhances the learner’s selfefficacy through advice, suggestion and persuading, but this way is hard to last for a long time. Fourthly, it is emotional arousing. The emotion along with physical condition may affect learner’s selfefficacy. D246。 rnyei’s ThreeLevel Categorization The first explicit attention to teachers’ role regarding learners’ motivation 6 inspiration was given by D246。 rnyei (1994). “I believe that the question of how to motivate students is an area on which L2 on research has not been placed sufficient emphasis in the past” (D246。 rnyei, 1994). He outlines a multilevel, prehensive motivational construct relevant to L2 classroom。