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1、 密级： 科SCIENCE AND TECHNOLOGY 学 士 学 位 论 文 THESIS OF BACHELOR（2010年11月14日 2011年6月5日）题 目 Ways to Encourage Students Motivation of Learning English 学 科 部： 人 文 学 科 部 专 业： 英 语 班 级： 2007级5班 学 号： 学生姓名： 指导教师： 起讫日期： 2010年11月14日2011年6月5日 毕业设计（论文）开题报告题 目： Ways to Encourage Students Motivation of Learning Englis
2、h 学 科 部： 人 文 学 科 部 专 业： 英 语 班 级： 07 英 语 5 班 学 号： 姓 名： 指导教师： 填表日期： 2011 年 03 月 20 日 一. 选题的依据及意义：In recent years in China, learning English has been a very prevalent tendency and it has become more popular and urgent as China succeeded in bidding to hold the 2008 Olympic Games and entering into the Wo
3、rld Trade Organization. Mastery of a foreign language, especially English is viewed as a passport to ones future success, thus, more and more people swarm into the tide of English learning. In addition, the English learners have become younger and younger that English courses are taught in Grade Thr
4、ee or Grade One of primary schools and even in kindergartens. Furthermore, most of parents send the children to some after-school English classes on the weekends in the hope of promoting the childrens English learning, yet some of the teachers and parents are in frustration of recognition of the chi
5、ldrens low attitude and grades in English learning. Therefore, as should know the psychological theory and the process of English learning in order to encourage and enhance the English learning of students.国内外研究现状及发展趋势（含文献综述）： My research is mainly on second language acquisition of students attitude
6、 and learning definition on motivation and English learning. In the study of the second language acquisition, Politzer and McGroarty (1985) draw a conclusion that learners goals are likely to determine strategy use. Oxford and Nyikos (1989) report formally that motivation is related to language lear
7、ning strategies. They come to a conclusion that the degree of expressed motivation is the single most powerful influence on the choice of language learning strategies; high motivated learners use more strategies relating to formal practice, functional practice and conversational input elicitation th
8、an do poorly motivated learners. After studying the reasons that adult students learn English for career at the US Foreign Service Institute, Ehrman (1990) points out that an instrumental motivation can result in a preference for communicative-oriented strategies. Rod Ellis (1997) finds that the str
9、ength of learners motivation can be expected to have a causal effect on the quantity of learning strategies they employ. The type of motivation may also influence strategy choice. Okada, et al.(1996)conduct an exploratory study on the relationship of learning strategy use and motivation in foreign l
10、anguage learning context .Subjects investigated around the US are studying either Japanese or Spanish at the college level. The result of this study shows that there is significant correlation between motivation and strategy use for each language group. In China, studies on English learning motivati
11、on and English learning ways have been carried out largely. However, these two variables are studied separately by most of researchers. Only few of them have studied the relationship between English learning motivation and English learning ways .Zhang Jianzhong and Yu Hongzhen (1998) point out that
12、the learners learning goals will determine the strategies employ edgy them. Whether the learners study English for finding good jobs or enhancing personal competence, they always choose the corresponding ways to achieve their learning goals JiangZukang (2000) claims that the learners learning motiva
13、tion influenced their learning ways choices. WenQiufang (2001) carries out a study on development patterns of modifiable learner variables (for example. motivation, belief and way) and their relations. The result of her study shows that the relations among the variables such as motivation and learni
14、ng ways are quite stable. Therefore, she makes the following conclusions:1)l earning motivations have influence on learning attitudes and ways, deep motivation have much more influence than surface motivation on the second language learning;2)deep motivation and surface motivation both have positive
15、 impacts on management strategies;3)The deep motivation has a negative correlation with the way of depending on native language, and the stronger their deep motivations are, the less impossibly they depend on native language. Zhang Yaling (2001) finds that motivation held by students with poor accum
16、ulation has significant correlation with strategies employed by them. These lowly motivated students tend to adopt more negative learning ways, and these highly motivated students, frequently, tend to adopt more active and positive learning strategies.4 本课题研究内容1. Introduce the motivation, classify a
17、nd the models2. The relation between motivation and English learning3. The factor that affect learning motivation4.Make suggestions on how to improve English learning5 本课题研究方案Step A Make a brief introduction of the motivationStep B Classify and analyze the models of the motivationStep C Fine out the
18、 relation between motivation and English learningStep D Research and analyze psychology and the definition of students English learning Step E State my viewpoint and give ways on the issue by the research and lead to a conclusion6 研究目标、主要特色及工作进度：Goal of Research: Try to find the guiding principles i
19、n motivation and English learningMain Traits: descriptive and analytical, and synthesis2.213.6: Complete all the preparative work, including proposal for selecting the theme; literature research and translation;3.74.15: Complete the first draft;4.164.28: Complete the second draft;5.29: Complete the
20、final version;5.30: Write an abstract of about 200 words and fill in paper form;5.316.4: Typing, oral presentation, form filling.六、参考文献：1.Ellis rod . Second Language Acquisition M. Shanghai: Shanghai foreign language Education Press,20002.Dornyei Zoltan. Teaching And Researching Motivation M. Beijin
21、g: Foreign Language Teaching And Researching Presss.20053.Bandura, A. 1991. Self-regulation of Motivation Through Anticipatory and Self-reactive Mechanisms. Nebraska Symposium on Motivation,39,69-1644.Ehrman. M.E. 1990. The Role of Personality Type in Adult Language Learning: An Ongoing Investigatio
22、n. In T.S. Parry & C.W.(eds.) Stransfield, Language Aptitude Reconsidere .Englewood Cliffs, NJ:prentice Hall Regents,126-1785.Ellis. R. 1994.The Study of SecondLlanguge Acquisition. Oxford University Press, 516-5426.Maslow A.H.1970.Motivation and Personality. New York: Harper and Row.7.Oxford, r.l,&
23、 Nyikos, M.1989. Variables Affecting Choice of Language Learning Strategies by University Students. Modern Language Journal, 73:291-3008.Politzer, R.L.& M. McGroarty. 1985. An Exploratory Study of Learning Behaviors and Their Relationship to Gains in Linguistic and Communicative Competence. TESOL Qu
24、aterly, 19,103-124.9.蒋祖康.2000，第二语言习得研究，北京：外语教学与研究出版社。10.文秋芳.2001，英语学习者动机、观念、策略的变化规律与特点，外语与外语教学，（2）：105-11011.张亚玲，郭德俊，2001， 学习基础较差学生的学习动机与学习策略特点研究，首都师范大学学报（社会科学版），（3）：:10-11212.张兼中，俞红珍，1989，英语教育心理学，北京：人民教育出版社.13.邹庆铃.An Investigation of English Learning Motivation and Strategies of High Vocational Stu
25、dents:A Case Study of Laiwu Vocational College，山东师范大学硕士学位论文，200914.倪雪华, 以课堂讨论激发中职学生英语学习动机的有效性研究，上海师范大学硕士学位论文，200915.郭德俊. 动机心理学理论与实践 M. 北京：人民教育出版社，200516.王笃勤. 英语教学策理论 M. 北京：外语教学与研究出版社，200217.王初明. 应用心理学 M. 长沙：湖南教育出版社, 1990:9518.张大均. 教育心理学 M. 北京：人民教育出版社，200419.张成伟.黄良广. 高职学生英语学习动机调查分析. 常州信息职业技术学院报.2007年
26、8月,第6卷第4期.20.华惠芳. 试论英语学习动机与策略研究, 外语界1998年第三期21.郭德俊. 动机心理学理论与实践 M 北京：人民教育出版社，200522皮连生. 学与教的心理学 M 上海：华东师范大学出版社，200623.朱文彬，赵淑文. 高等教育心理学 M. 北京：首都师范大学出版社，20科学技术学院毕业论文任务书（文理科使用）题 目： Ways to Encourage Students Motivation of Learning English 学 科 部： 人文学科部 专 业： 英 语 班 级： 2007级5班 学 号： 7030407229 学生姓名： 柯 人 雁 起讫
27、日期：2010年11月14日2011年6月5日 指导教师： 张 林 华 职称： 教 授 学科部主任： 张 升 阳 审核日期： 2011年4月17日 说 明1毕业论文任务书由指导教师填写，并经系或专业学科组审定，下达到学生。2进度表由学生填写，每两周交指导教师签署审查意见，并作为毕业论文工作检查的主要依据。3学生根据指导教师下达的任务书独立完成开题报告，1个月内提交给指导教师批阅。4本任务书在毕业论文完成后，与论文一起交指导教师，作为论文评阅和毕业论文答辩的主要档案资料，是学士学位论文成册的主要内容之一。一、毕业论文的要求和内容1. Requirements a) The paper shoul
28、d have sufficient academic significance to fit its title and should be written by you in person rather than a copy from somewhere.b) The paper should be no less than 5000 words in English (not including the references), and your contribution should be no less than 3000 words.c) Quotations (direct or
29、 indirect) should be italicized or otherwise indicated, and should not exceed 2000 words altogether. References should be no less than 4 items. (Consulting Reading & Writing Across Curriculum, Chapter 15 for the way to indicate quotations and references.)d) Please strictly abide by the format prescr
30、ibed by the department.2. The underlined section is the focus for developing your topic1. 应用语言学专题研究2. 语言学专题研究3. 东西方语言、文化、教育、哲学、思想、社会研究4. 东、西方价值对比研究（人生、工作、爱情、死亡、未来、伦理、道德、家庭观念、自立意识、宗教、亲情、认知、知行统一、科学/实践精神、社会意识、敬业精神等）5. 西方文学/历史/文化名人与作品研究6. 国际问题或国别专题研究8. 语言应用问题研究9. 热门社会问题探讨10. 教育理念和思想研究初选题目：Ways to Encour
31、age Students Motivation of Learning English二、研究方案、目标1. Progress Schedule1) Complete literature research(文献调查) and selection of theme (At least 5 reference sources are required, and the theme must be of academic significance.)2) Write The Proposal for your paper; try to specify your theme, main argum
32、ent, approach, and the general organization of your paper. 3) Begin to write the first draft and hand in for first inspection.4) Revise the paper according to the feedback from the tutor and hand in the second draft. Complete the final version. 5) Write an abstract of about 200 words, fill in paper
33、form, type and print the paper (in 3 copies), and hand in them and prepare for oral presentation. 6) Oral presentation2. Suggestion for writing Step A Introduce a topic which deserves discussing academically. Step B Try to define the issue, that is, try to say what is to be included in your discussi
34、on and to what extent. Step C Try to review what other people say about the issue, summarize, classify and analyze their statement.Step D Try to state your own opinion or viewpoint on that issue ideally with a well formulated argument.Step E Develop your argument and lead to a conclusion.三、阅读书目清单、1.
35、Ellis rod . Second Language Acquisition M. Shanghai: Shanghai foreign language Education Press,20002.Dornyei Zoltan. Teaching And Researching Motivation M. Beijing: Foreign Language Teaching And Researching Presss.20053.Bandura, A. 1991. Self-regulation of Motivation Through Anticipatory and Self-re
36、active Mechanisms. Nebraska Symposium on Motivation,39,69-1644.Ehrman. M.E. 1990. The Role of Personality Type in Adult Language Learning: An Ongoing Investigation. In T.S. Parry & C.W.(eds.) Stransfield, Language Aptitude Reconsidere .Englewood Cliffs, NJ:prentice Hall Regents,126-1785.Ellis. R. 19
37、94.The Study of SecondLlanguge Acquisition. Oxford University Press, 516-5426.Maslow A.H.1970.Motivation and Personality. New York: Harper and Row.7.Oxford, r.l,& Nyikos, M.1989. Variables Affecting Choice of Language Learning Strategies by University Students. Modern Language Journal, 73:291-3008.P
38、olitzer, R.L.& M. McGroarty. 1985. An Exploratory Study of Learning Behaviors and Their Relationship to Gains in Linguistic and Communicative Competence. TESOL Quaterly, 19,103-124.9.蒋祖康.2000，第二语言习得研究，北京：外语教学与研究出版社。10.文秋芳.2001，英语学习者动机、观念、策略的变化规律与特点，外语与外语教学，（2）：105-11011.张亚玲，郭德俊，2001， 学习基础较差学生的学习动机与学
39、习策略特点研究，首都师范大学学报（社会科学版），（3）：:10-11212.张兼中，俞红珍，1989，英语教育心理学，北京：人民教育出版社.13.邹庆铃.An Investigation of English Learning Motivation and Strategies of High Vocational Students:A Case Study of Laiwu Vocational College，山东师范大学硕士学位论文，200914.倪雪华, 以课堂讨论激发中职学生英语学习动机的有效性研究，上海师范大学硕士学位论文，200915.郭德俊. 动机心理学理论与实践 M. 北京：
40、人民教育出版社，200516.王笃勤. 英语教学策理论 M. 北京：外语教学与研究出版社，200217.王初明. 应用心理学 M. 长沙：湖南教育出版社, 1990:9518.张大均. 教育心理学 M. 北京：人民教育出版社，200419.张成伟.黄良广. 高职学生英语学习动机调查分析. 常州信息职业技术学院报.2007年8月,第6卷第4期.20.华惠芳. 试论英语学习动机与策略研究, 外语界1998年第三期21.郭德俊. 动机心理学理论与实践 M 北京：人民教育出版社，200522皮连生. 学与教的心理学 M 上海：华东师范大学出版社，200623.朱文彬，赵淑文. 高等教育心理学 M. 北
41、京：首都师范大学出版社，20 四、论文过程中所需完成的其他要求（读书报告、调研报告、业务总结等）1. 仔细查找、阅读文献，完成详细的文献分析，认真撰写文献综述。2. 完成2000字（汉字）左右的英文资料翻译，尽量翻译与论文题目相关的英文资料。3. 完成实习。提供实习报告一份，并需要实习单位的鉴定（签章）。五、毕业论文进度计划序号各阶段工作内容起讫日期实施地点1下达任务书，收集资料2011年2月21日至3月6日学校2完成开题报告2011年3月7日至3月20日实习地3完成外文资料翻译2011年3月21日至4月3日实习地4完成论文大纲和文献综述2011年4月4日至4月17日学校5论文写作与修改完善2
42、011年4月18日至5月22日学校6论文定稿2011年5月29日学校7完成中、英文摘要；论文打印；准备答辩2011年5月31日学校8论文答辩2011年6月4日学校六、毕业论文进度表（本表至少每两周由学生填写一次，交指导教师签署审查意见）第一、二周（2 月 21 日 至3月6 日）学生主要工作：依据学院的统一安排，确定好论文的题目并收集资料，而后与导师取得联系，了解写作论文的有关情况和相关的注意事项，并作好毕业实习的有关准备工作。指导教师审查意见：签名： 年 月 日第三、四周（3 月 7 日至3月 20日）学生主要工作：翻阅、整理大学前期中所学与论文相关的书籍等资料，完成开题报告，并在此基础上，
43、借助图书馆、互联网等工具搜集、查阅论文的相关资料，并对所获得的资料进行归类和分析选择，作好论文写作的基础性工作。指导教师审查意见：签名： 年 月 日第五、六周（3 月 21 日至4 月 3日）学生主要工作：广泛搜集资料，对中国政治术语的翻译有初步了解。确定所写课题的主要内容。搜集细节资料，整理翻译方法及选择翻译实例。指导教师审查意见：签名： 年 月 日第七、八周（4 月 4 日至 4 月 17日）学生主要工作：完成论文大纲，继续搜集细节材料，并对材料进行分析归类。指导教师审查意见：签名： 年 月 日第九、十周（4 月 18 日至 5 月 22日）学生主要工作：论文写作，完成论文主体部分。充实完善文章内容。指导教师审查意见：签名： 年 月 日第十一周至毕业论文工作结束（5 月 23 日 至 5 月 31 日）学生主要工作：依据导师的指导意见，反复对论文初稿进行修改与完善，修改摘要，及其他错误和排版。指导教师审查意见：