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1、学习动机对外语学习的影响-对新疆地区非英语专业大学生的调查 Influence of Learning Motivation to Foreign Language Learning-Study on Non-English majors in XinjiangAcknowledgements The existence of this thesis owes much to Mr Cang He has given me the most patient instructions during the busiest time he has ever had and for the enco
2、uragements and trust he has placed on me Whats more I will extend my thanks to all of the leaders and teachers who have taught us during these four years in Foreign Languages Department and have supplied us with the most convenient faculties which helps me to finish my first English thesis smoothly
3、In addition I would like to thank all my enthusiastic classmates who have given me lots of advice and inspirations Last but not least my appreciation will go to the evaluation panel of theses that keep their close eyes to the development of our theses Thanks a lot摘要学习动机在外语学习过程中起到了至关重要的作用它是影响学习效果的重要因
4、素之一国内外的许多学者对其进行了大量的研究和调查Gardner和Lambert把学习动机分为工具型动机和融合型动机动机的取向会很大程度上影响学习效果动机还可以分为内在动机和外在动机Atkinson et al 1935这两种分类一般是认为是对应的即融合性动机是内在动机工具型动机是外在动机Chambers1999王立飞2000本文运用问卷调查的方法对新疆地区五所高校的250位非英语专业本科生进行了学习动机和学习效果的调查和研究得出的结果如下1绝大部分学生的英语学习动机属于工具型和外在动机因而需要激发和促进内在动机2学习动机在一定程度上影响外语学习3大多数非英语专业学生的英语学习动机令人满意但一部
5、分学生的学习动机需要调整根据以上调查和分析的结果本文提出以下策略和方法以激发学生的英语学习动机和提高英语学习成绩1激发内在动机了解自己真正的需要2培养学生的学习兴趣和好奇心34形成良好的师生关系关键字学习动机 英语学习 英语教学 学习效果Abstract It is generally believed that English teaching in China has made great achievements since the implementation of the reform and the opening up to the outside world Learning
6、motivation has played an significant role in learning a foreign language It also affects the results of the learning Motivation is one of the affective factors which influence foreign language learning Much research has been done on motivation In the west Gardner and Lambert are two of the most outs
7、tanding scholars in this field Their research mainly focused on two motives for learning a second language or foreign language They divide foreign language learning motivation into instrumental and integrative motivationIt can also be divided into intrinsic and extrinsic motivationChambers1999 Wang
8、lifei2000Through the questionaires which investigated 250 undergraduates of non-English majors in Xinjiang this thesis did a survey of learning motivation and effects The results as follows1 The mainly part of the participants has the instrumental motivation and extrinsic motivation but less intrins
9、ically-motivated so the studentsintrinsic motivation should be enhanced2 To some extent learning motivation has influenced English learning3 Generally speaking most of them have known how to adjust their motivation and learning strategies But some of them need to be helped in adjusting their English
10、 learning motivationIn order to stimulate and enhance the studentslearning motivation and help them develop autonomous and good learning habits five practical suggestions are given1 Enhancing the Intrinsic Motivation let yourself know your real needs2 Arousing the StudentsInterest and Curiosity3 Bui
11、lding up a Good Teacher-Student RelationshipAt lastthe author points out the limitations of the survey and suggests the further studyKey Words learning motivation English learning English teaching learning effectTable of ContentsAcknowledgements厖厖厖厖厖厖厖厖厖厖厖厖厖厖 s oints out IAbstract Chinese 厖厖厖厖厖厖厖厖厖厖
12、厖厖厖厖厖limitations of IIAbstract 厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖limitIIITable of Contents厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖limittions oIVPart One Introduction厖厖厖厖厖厖厖厖厖厖厖厖厖厖111 厖厖厖厖厖厖厖厖厖厖厖厖厖厖Research Background厖厖厖厖厖厖厖厖厖厖厖厖12 d1 厖厖厖厖厖厖厖厖厖厖Motivations and Objectives厖厖厖厖厖厖厖厖厖厖厖nd ObjectivePart Two Literature Review on Motivati
13、on厖厖厖厖厖厖厖121 s o he The Motivation in Foreign Language Learning厖厖厖厖厖厖厖2 211 gn LanguThe Motivation in Foreign Language Learning厖厖厖厖厖厖1212 Classification of Motivation厖厖厖厖厖厖厖厖厖厖 22121 suggests the furtInstrumental and Integrative Motivation厖厖厖厖厖厖 42122 ntegraIntrinsic Motivation and Extrinsic Motivat
14、ion厖厖厖厖厖 5c MotPart Three Reserch on Non-English majors in Xinjiang厖厖厖厖厖厖厖31 Background厖厖厖厖厖厖厖厖厖厖厖厖厖厖32 Purpose厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖33 Subject厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖34In order to stimulate and enhance the studentslearning Methodology of the questionnaire 厖厖厖厖厖厖厖厖厖厖7 of the qu35 Data Collection and Analysis厖厖厖厖厖厖厖
15、厖厖厖厖 8n and AnalyPart Four solutions to the problems厖厖厖厖厖厖厖厖厖厖1241厖厖厖31 Enhancing the Intrinsic Motivation let yourself know your real needs厖厖124 Mo2 Arousing the Students Interest and Curiosity厖厖厖厖厖厖厖12 43 StudentsBuilding up a Harmonious Teacher-Student Relationship厖厖厖厖厖3-StudePart Five Conclusion
16、厖厖厖厖厖厖厖厖厖厖厖厖厖1451 Results and discussion厖厖厖厖厖厖厖厖厖厖厖厖 1552 Furthermore厖厖厖厖厖厖厖厖厖厖厖厖厖厖 16ose厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖33 Subject厖厖厖厖厖厖厖厖Bibliography厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖7Appendix厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖19Part One 52 Furthermore厖厖厖厖厖厖厖厖厖厖厖厖厖厖 16Introduction 11 Research Background Foreign language learning is a rather complic
17、ated process English learnersachievements are affected by many individual differences such as age language aptitude motivation learning strategies and personality If asked to identify the most powerful influence motivation would be high on the listMotivation is probably the most often used catch-all
18、 term for explaining the success or failure of virtually any complex task It is easy to figure that success in a task is due simply to the fact that someone ismotivatedso it is in language learning If a student is well-motivated he will be a successful language learner Countless studies and experime
19、nts in human learning have shown that motivation is very strongly related to achievements in language learning It makes sense that individuals who are motivated will learn another language faster and to a greater degreeFurthermore numerous studies have provided statistical evidence that indicates th
20、at motivation is a predictor of language-learning process Researchersespecially language teachers generally believe thatthe more motivation a learner has the more time she will spend in learning a second language Spolsky 1989148 and the faster and better she will learn a second language Learner moti
21、vation makes teaching and learning immeasurably easier and more pleasant as well as more productive Hence motivation plays an important role in foreign language learning12 Motivations and ObjectivesMotivation is the most powerful influence on foreign language learning It is regarded as a crucial and
22、 decisive factor for foreign language learning Many educators and scholars are concerned about the problem of stimulating the learnersmotivation Prior researchers have done a lot In the west Gardner and Lambert are two of the most outstanding They wonder which kinds of motivations are more or most e
23、fficient for foreign learning and why They divided motivation into two basic types instrumental and integrative motivation Yet another dimension of the integrativeinstrumental dichotomy is brought to light by looking at intrinsic and extrinsic differences in motivation By studying motivation in fore
24、ign language learning scholars and researchers have made the following clear the term of motivation its nature components and characteristics the relationship and differences between different kinds of motivations The questions above are researched on until today but there are still more practical q
25、uestions such as How to put these theoretical studies into teaching practice What can the language teachers do to cultivate motivations How can the teachers solve the motivational problems in the language learning process These questions need more research work This paper aims at presenting a both q
26、uantitative and qualitative research on the issue of language learning motivation especially the present situation of the non-English-major students in univesities of Xinjiang Based on the research the thesis aims at exploring some questions existing in English learning in the school in question The
27、 purposes of this study were to find out the answer to the following questions1 What type of English learning motivation do the non-English-major students have in universities of Xinjiang2 What is the present situation of the students English learning motivation like3 Whether there are any relations
28、 between the students learning motivational type and their learning achievementIt is important for the teachers to recognize the variety of the students learning motivation and take effective measures to motivate them in English teaching so that they can increase the learning effect and improve lear
29、ning efficiencyPart Two Literature Review on Motivation21 The Motivation in Foreign Language LearningIf asked to identify the most powerful influences on foreign or second language learning teachers would probably put motivation on the top of the list Most language scholars will agree that the motiv
30、ation of students is one of the most important factors influencing their success or failure in learning and teaching the language So the definition of motivation will be the first thing to be discussed211 Definitions of MotivationTo be more specific about motivation three questions appeared Where do
31、es motivation come from Is there one kind of motivation or more What part of second language learning does motivation influence Bernard Spolsky2000148 For Gardner and Lambert motivation comes from attitude Gardner believes that there are two significant kinds of attitudes attitudes to the people who
32、 speak the target language and attitude to the practical use to which the learner assumes he or she can put the language being learned Attitudes do not have direct influence on learning but they lead to motivation which does In one of the earliest statements on motivation in second language learning
33、 Gardner defines motivation as referring to a combination of effort plus desire to achieve the goal of learning the language plus favorable attitude towards learning the language Gardner 1985 The word is used in a variety of ways Motivation is commonly thought of as an inner drive impulse emotion or
34、 desire that moves one to particular action Or in one more technical termsmotivation refers tothe choices people make as to what experience or goals they will approach or avoid and the degree of effort they will exert in that respect Keller 1983389 The term also includes a number of other conceptssu
35、ch as drive needs incentive reward reinforcement goal setting expectancy and the like Motivation then is an inner drive or stimulus which can like self-esteem be global situational or task-oriented Williams and Burden present a definition of motivation which is essentially cognitive but fits within
36、a social constructivist framework Williams and Burden explained the definition in detail At the beginning people are aroused in some way The initial arousal maybe led by various causes maybe internal ones such as interest or curiosity or maybe by external influences such as another events According
37、to them motivation may be constructed as a state of cognitive and emotional arousal which leads to a conscious decision to act and gives rise to a period of sustained intellectual andor physical effort so as to attain a previously set goal or goals Once the action has begunthe person needs to sustai
38、n to achieve the goal All this is influenced by the context and situation and will be personal to the individual Thereforewhat motivates one person to learn a foeign language and keeps the person going until he or she has achieved a level or proficiency with which he or she is satisfied will differ
39、from individual to individual212 Classification of MotivationMotivation of foreign language learning can be classified from different points of view and different functions are played But in this paper I only state two classifications2121 Instrumental and Integrative MotivationsOne of the best-known
40、 studies of motivation in second language learning was carried out by Robert Gardner and Wallace Lambert 1972 Motivation was examined as a factor of a number of different kinds of attitudes Two different clusters of attitudes divided two basic types of motivation instrumental and integrative motivat
41、ion Instrumental motivation occurs when learners goals for learning the L2 are functional It refers to motivation to acquire a language as a means for attaining instrumental goals furthering a career reading technical material translation facilitating study of other subjects through the medium of th
42、e L2 and so forthThis instrumental orientation describes a group of factors concerned with motivation arising from external goals such as passing exams financial rewards or gaining promotion Some learners with an instrumental reason for learning a L2 can be successful In some second as opposed tofor
43、eign settings an instrumental orientation may be the most important one Providing learners with incentives such as money may also aid learning by increasing the time learners spend studying but the effects may cease as soon as the reward stops Rod Ellis 1994514 An integrative motive is employed when
44、 learners wish to integrate themselves within the culture of the second language group to identify themselves with and become a part of that society This type of motivation is an extension of Mowrers account of motivation in first language learning That is learners with integrative motivation are se
45、en as likely to maintain their mother tongue when they learn a L2 Rod Ellis 1985118 Integrative motivation has been shown to be strongly related to L2 achievement It combines with instrumental motivation to serve as a powerful predictor of success in formal contexts Learners with integrative motivat
46、ion are more active in class and are less likely to drop out Rod Ellis 1994513 Many of Lamberts studies Lambert 1972 and one study by Spolsky 1969 found that integrative motivation generally accompanied higher scores on proficiency tests in a foreign language And some teachers and researchers have e
47、ven gone so far as to claim that integrative motivation is absolutely essential for successful second language learning The more recent findings show that there is no single means of learning a second languagesome learners in some contexts are more successful in13 learning a language if they are int
48、egratively orientedand others in different contexts benefit from an instrumental orientation The findings also suggest that the two type of motivation are not necessarily mutually exclusive Second language learning is rarely motivated by attitudes that are exclusively instrumental or exclusively int
49、egrative Most situations involve a mixture of each type of motivation Brown 1987 Gardner and Lambert however point out that the integrativeinstrumental distinction reflects a continuumrather than alternatives Rod Ellis 1985 2122 Intrinsic Motivation and Extrinsic MotivationAt other times people engage in an activity not because they are particularly interested in the activity