AStudyontheEnglishLearningMotivationofStudentsinSecondaryVocationalSchoolsinXinxiangCity新鄉(xiāng)市中等職業(yè)學校學生英語學習動機調(diào)查分析ByYao

wenyuSupervisor:ProfessorSunhaiyan1Researchbackground

1.1Thevocationaleducationisanimportantpartofmoderneducationsystem,anditisresponsiblefortrainingthepersonwithabilitywhocanworkwellindifferentindustry.Accordingtothelayoutmadebytheministryofeducation,morethan60%ofeducateeswillbetrainedinsecondaryvocationalschoolsinourcountryupto2020.English,asabasiccourseofvocationaleducationinsecondaryvocationalschools,isimportantforastudenttobeginhisjobcareer.Butnow,thecaseisnotsatisfactory.1.2AresearchbyJbabovits(1970)indicatesthatthefactorsaffectingtheresultofforeignlanguagestudyaremotivity33%,capacity,33%,intelligence,20%,others,14%.FromtheconclusionwecanfindawaytoimprovetheEnglishcourseinsecondaryvocationalschools,itIsthereasonwhyIwillresearchutilizingthemotivitytoinspirethestudents’Englishlearning.1.3Althoughmanyscholarsdowellinthisfieldandgainfruit,theireyesstaironthemiddleschoolstudentsandundergraduates,seldompaytheirattentiononthesecondaryvocationalschoolstudents.Iwilldothejob.2ResearchQuestions2.1Whatarethestudents’motivitiesoflearningEnglishinasecondaryvocationalschools?2.2WheredothemotivitydiathesislieonforastudentlearningEnglishinasecondaryvocationalschools?3Researchobjectives3.1FindouttheEnglishlearningmotivationtypeandintensityofsecondaryvocationalstudents.3.2Frominsideandouteraspects,findthefactorsinfluencinglearningmotivations,andanalyzethem.4.Literaturereview4.1.InGardnerandLambert(1959)’sopinion,themotivationoflearningforeignlanguageincludesinstrumentalandcombinative4.2Brown(1987)distinguishedthreekindsofmotivations:wholemotivation,scenemotivationandmissionmotivation.4.3AthreelevelmotivationmodehasbeenputforwardbyDornyein1994basedonhisreach.Thethreelevelsare:languagelevel,learnerlevelandlearningscenelevel.Themotivationisaconceptofmulti-dimensionandaffectedbyscenefactors.4.4Generallyspeaking,therearesevenkindsofmotivationfactorshavebeenconfirmedbythecirclesofpsychologyandlinguistics.Theyare:cognizingneedandemotionalneed(Ausubel1968;Maslow1970),expectationvalueandeffectvalue(Bnadura1993；Schunk1991;vroom1964),motivedirecting(Ames1992；Pintrieh2000),resultattribution(Weiner1979；Platt1988)，learninggoal(neei1992:Gardner1985:Wenetal1997),selfconfidence(Clementetal1994;HOwritz1991)andmotivationbehavior(Gardener1985).

5ResearchdesignResearch1:Englishlearningmotivationtypeandintensityofmiddlevocationalschoolstudents.Researchmethod:questionnaireinvestigation,caseinterview.Research2:findouttheinfluencingfactorsofEnglishlearningmotivationsofmiddlevocationalschoolstudents.Researchmethod:questionnaireinvestigation,caseinterview.TheresearchobjectisthestudentsofXinxiangadvancedvestibuleschool(includingthefirst,second,thirdvocationalschool,chemicalschool,businessschoolandsoon),Henaneconomyandbusinessadvancedvestibuleschool.Demonstrationstudyhasbeendonetothisspecialcolonyofmiddlevocationalschoolstudents.6TheOutlineofthethesisChapter1Introduction1.1researchbackground1.2thestatusofEnglishlearninginsecondaryvocationalschoolChapter2Literaturereviewoftheresearch.2.1Researchonforeignlanguagelearningmotivationabroad2.2ResearchonforeignlanguagelearningmotivationinChinaChapter3ResearchDesign3.1Researchmethod3.2Questionnairesdesign3.3ProcedureofresearchChapter4Findingsandanalysis4.1Datacollection4.2Dataanalysis4.3Correlationbetweenthemotivationofthelearners’learningandtheirscores4.4FindingChapter5Conclusion5.1Conclusionofthesis5.2LimitationofthestudySomeoftheBibliographyBarbara,L.M.J.,E.P.(2002).學習動機的激發(fā)策略

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