密級：科SCIENCEANDTECHNOLOGY學(xué)士學(xué)位論文THESISOFBACHELOR（2010年11月14日2011年6月5日）題目WaystoEncourageStudentsMotivationofLearningEnglish學(xué)科部：人文學(xué)科部專業(yè)：英語班級：2007級5班學(xué)號：學(xué)生姓名：指導(dǎo)教師：起訖日期：2010年11月14日2011年6月5日畢業(yè)設(shè)計（論文）開題報告題目：WaystoEncourageStudentsMotivationofLearningEnglish學(xué)科部：人文學(xué)科部專業(yè)：英語班級：07英語5班學(xué)號：姓名：指導(dǎo)教師：填表日期：2011年03月20日一.選題的依據(jù)及意義：InrecentyearsinChina,learningEnglishhasbeenaveryprevalenttendencyandithasbecomemorepopularandurgentasChinasucceededinbiddingtoholdthe2008OlympicGamesandenteringintotheWorldTradeOrganization.Masteryofaforeignlanguage,especiallyEnglishisviewedasapassporttoonesfuturesuccess,thus,moreandmorepeopleswarmintothetideofEnglishlearning.Inaddition,theEnglishlearnershavebecomeyoungerandyoungerthatEnglishcoursesaretaughtinGradeThreeorGradeOneofprimaryschoolsandeveninkindergartens.Furthermore,mostofparentssendthechildrentosomeafter-schoolEnglishclassesontheweekendsinthehopeofpromotingthechildrensEnglishlearning,yetsomeoftheteachersandparentsareinfrustrationofrecognitionofthechildrenslowattitudeandgradesinEnglishlearning.Therefore,asshouldknowthepsychologicaltheoryandtheprocessofEnglishlearninginordertoencourageandenhancetheEnglishlearningofstudents.國內(nèi)外研究現(xiàn)狀及發(fā)展趨勢（含文獻(xiàn)綜述）：MyresearchismainlyonsecondlanguageacquisitionofstudentsattitudeandlearningdefinitiononmotivationandEnglishlearning.Inthestudyofthesecondlanguageacquisition,PolitzerandMcGroarty(1985)drawaconclusionthatlearnersgoalsarelikelytodeterminestrategyuse.OxfordandNyikos(1989)reportformallythatmotivationisrelatedtolanguagelearningstrategies.Theycometoaconclusionthatthedegreeofexpressedmotivationisthesinglemostpowerfulinfluenceonthechoiceoflanguagelearningstrategies；highmotivatedlearnersusemorestrategiesrelatingtoformalpractice,functionalpracticeandconversationalinputelicitationthandopoorlymotivatedlearners.AfterstudyingthereasonsthatadultstudentslearnEnglishforcareerattheUSForeignServiceInstitute,Ehrman(1990)pointsoutthataninstrumentalmotivationcanresultinapreferenceforcommunicative-orientedstrategies.RodEllis(1997)findsthatthestrengthoflearnersmotivationcanbeexpectedtohaveacausaleffectonthequantityoflearningstrategiestheyemploy.Thetypeofmotivationmayalsoinfluencestrategychoice.Okada,etal.(1996)conductanexploratorystudyontherelationshipoflearningstrategyuseandmotivationinforeignlanguagelearningcontext.SubjectsinvestigatedaroundtheUSarestudyingeitherJapaneseorSpanishatthecollegelevel.Theresultofthisstudyshowsthatthereissignificantcorrelationbetweenmotivationandstrategyuseforeachlanguagegroup.InChina,studiesonEnglishlearningmotivationandEnglishlearningwayshavebeencarriedoutlargely.However,thesetwovariablesarestudiedseparatelybymostofresearchers.OnlyfewofthemhavestudiedtherelationshipbetweenEnglishlearningmotivationandEnglishlearningways.ZhangJianzhongandYuHongzhen(1998)pointoutthatthelearnerslearninggoalswilldeterminethestrategiesemployedgythem.WhetherthelearnersstudyEnglishforfindinggoodjobsorenhancingpersonalcompetence,theyalwayschoosethecorrespondingwaystoachievetheirlearninggoalsJiangZukang(2000)claimsthatthelearnerslearningmotivationinfluencedtheirlearningwayschoices.WenQiufang(2001)carriesoutastudyondevelopmentpatternsofmodifiablelearnervariables(forexample.motivation,beliefandway)andtheirrelations.Theresultofherstudyshowsthattherelationsamongthevariablessuchasmotivationandlearningwaysarequitestable.Therefore,shemakesthefollowingconclusions:1)learningmotivationshaveinfluenceonlearningattitudesandways,deepmotivationhavemuchmoreinfluencethansurfacemotivationonthesecondlanguagelearning；2)deepmotivationandsurfacemotivationbothhavepositiveimpactsonmanagementstrategies；3)Thedeepmotivationhasanegativecorrelationwiththewayofdependingonnativelanguage,andthestrongertheirdeepmotivationsare,thelessimpossiblytheydependonnativelanguage.ZhangYaling(2001)findsthatmotivationheldbystudentswithpooraccumulationhassignificantcorrelationwithstrategiesemployedbythem.Theselowlymotivatedstudentstendtoadoptmorenegativelearningways,andthesehighlymotivatedstudents,frequently,tendtoadoptmoreactiveandpos