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北京师范大学硕士研究生学位论文开题报告论文题目AnActionResearchonImprovingStudents’MotivationThroughListeningTeaching在英语听力教学中提高学生学习动机的行动研究一、立论依据第2页共13页研究生院培养处制表（选题的研究意义、国内外研究现状分析）1.RationaleMotivationprovidestheprimaryimpetustoinitiatelearningtheL2andlaterthedrivingforcetosustainthelongandoftentediouslearningprocess;indeed,allotherfactorsinvolvedinL2acquisitionpresupposemotivationtosomeextent.(Dornyei1998:117)Asaresult,EnglishteacherscaremuchaboutwhetherstudentsarewellmotivatedandwillingtolearnwhattheyaretaughtespeciallyattheearlystageofEnglishlearning.ThenewEnglishCurriculumStandard(ECS)alsoputsforwardthatthegoaloffundamentalEnglishcoursesarenotonlytoimprovestudents'languageskills,butalsodeveloptheirpositiveattitudestowardslanguagelearning.Motivationisoneofthemostimportantfactorsinstudents'emotionalattitudes.Inrecentresearches,moreandmoreresearchersareinterestedinthemotivationofvariousmiddleschoolstudents.Mostresearchersfocusedonseveralkeyfactorsofmotivation,suchasself-confidence,attitude,senseofachievement,andtherelationshipbetweenmotivationandachievementsonlearning.However,thereareonlyafewfocusesonhowtopromotethestudents’motivationthroughdailyteachinginanordinarymiddleschool,whichisthefocusofthisresearch.InGuiyang,thecapitalcityofGuizhouProvince,Englishcoursehasbeenofferedinmostprimaryschools.ButmostsuburbanprimaryschoolsdonothaveenoughqualifiedEnglishteacherstoofferEnglishclassesforthestudents.Whenthesestudentsenteredmiddleschool,itistherealbeginningforthestudentstolearnEnglishwhentheyentermiddleschool.Duetopoorfamilyeducationenvironmentoratmosphere,moststudentshavenotdevelopedagoodhabitoflearning.Itisfoundbytheauthorthatmoststudents(about70%)demotivatedtolearnEnglishafterafewmonthssincetheybecamejuniorschoolstudentsowingtoseveralreasons.Inclass,mostofthemseldomactivelyparticipatedinteachingactivitiesoransweredquestions.Afterclass,theyseldomlistenedtoEnglish.BecausetheyhaveinvestedsolittleefforttolearnEnglish,theycouldnotunderstand,readorspeakEnglish.Forthem,learningEnglishisonlyafrustratingexperiencewhichmadethemencounterfailuresagainandagain.InEnglishclass,theyalwaysgotnervousandfeltembarrassedbecausetheirowndisappointingperformance.Asaresult,theylostinterest,confidenceinlearningEnglish.TheyeventhoughtthatEnglishisawfulbecausethissubjectonlybroughtthemembarrassment,sadness,afeelingofnervousorscared,butnosenseofachievementatall,andsomeofthemevenhatethesubject.Theylackedlearningmotivation.Motivationcanbedividedintwobroadcategories,Extrinsicmotivationandintrinsicmotivation.(Paul.E&DonK,2005)Extrinsicmotivationisthemotivationtoengageinanactivityasameanstoanend,whereasintrinsicmotivationisthemotivationtobeinvolvedinanactivityforits第3页共13页研究生院培养处制表ownsake.(Pintrich&Schunk,2002).Obviously,facingsuchgroupoftotallydemotivatedstudents,toimprovetheirintrinsicmotivation,withwhichthestudentswillfeelinterestedandhappyinlearningEnglishandwouldliketoinvestefforttolearnEnglish,becomesthecoreoftheauthor’steachingfocus.2.Literaturereview.a.Motivation.RecentdecadeswitnessedmanyresearchesonmotivationofL2learningathomeandaboard.First,GardenerandLambertandGardner'sworkonthesocialpsychologyoflanguagelearninginthebilingualcontextofCanadastartedtheseriousstudyofmotivationfromthesociallanguage-learningperspective.Theyconductedsecondlanguagelearningmotivationresearch.(Gardner1985)TheirearlyworksuggestedthatintegrativemotivationcorrelatedmoststronglywithmeasuresofL2achievementwhilesubsequentresearchhasshownequalimportanceandinteractionofboththeintegrativeandinstrumentalmotivations.Basedonasocialpsychologicalframework,theirresearchlinkedL2motivationwithattitudestowardthecommunityofthetargetlanguagespeaker.Inaddition,italsoinvolvedwillingnesstocommunicatewithtargetlanguagespeakersandthedegreetowhichnon-nativespeakerscanidentifythemselveswiththetargetlanguagecommunity.Gardnerhasplayedamostimportantroleinthefieldaboutlanguagelearningmotivationmainlybecausehisdichotomyofmotivation,asastartingpoint,haspavedthewayformuchsubsequentworkinthearea.Gardner(1985:203)definesmotivationtolearnanL2astheextenttowhichtheindividualworksorstrivestolearnthelanguagebecauseofadesiretodosoandthesatisfactionexperiencedinthisactivity.Thisdefinitionincludesi)effortexpendedtoachieveagoal;ii)adesiretolearnthelanguage;andiii)satisfactionwiththetaskoflearningthelanguage.Inthepastthreedecades,alargeamountofresearchonsecondlanguagemotivationhasbeenconductedwithinGardner'ssocial-psychologicalframework.Admittedly,thismodelofL2motivationhasreceivedmanypositivereviewsforhavingpresentedamorethoroughunderstandingofhowandwhystudentslearnanL2.However,Gardner'sL2motivationtheoryhasbeenchallengedcriticismsincethe1990sbecauseempiricalevidenceavailableshowsthatthistheorycannotaccountforsecondlanguagelearningfully.ItisfarfromadequacyforjustonedichotomyofGardnertoexplainproblemsarisinginsecondlanguagecontext,inwhichmanyfactorsareinteractivelyintertwined.Therearealsootherimportanttheoriesaboutmotivation.Behavioraltheoriesviewmotivationasachangeinbehaviorasaresultofexperiencewithenvironmentandachan