FromMotivationtoLearningStrategy_AStudyontheRespectiveRolesofIntrinsicandExtrinsicMotivationonLearningStrategy.docx

《FromMotivationtoLearningStrategy_AStudyontheRespectiveRolesofIntrinsicandExtrinsicMotivationonLearningStrategy.docx》由会员分享，可在线阅读，更多相关《FromMotivationtoLearningStrategy_AStudyontheRespectiveRolesofIntrinsicandExtrinsicMotivationonLearningStrategy.docx（47页珍藏版）》请在第壹文秘上搜索。

1、FromMotivationtoLearningStrategy:AStudyontheRespectiveRolesofIntrinsicandExtrinsicMotivationonLearningStrategyinChineseEFLClassroominsecondarySchool.AbstractWiththeincreasingpositionofEnglishasaninternationallanguage,ChineseEFL!earnersstartedtorealizetheimportanceofEnglish.Ontheotheraspect,Englishis

2、stillacompulsorycourseinmostprimaryschoolsandsecondaryschoolsinChina,whichmadesomelearnersbeforcedtolearnEnglish.Asaresult,themotivationofthe!earnersiscomplexwhichmighthaveinfluenceontheirL2strategyuse.Thisstudyaimstofindouttherespectiverolesofintrinsicandextrinsicmotivationonlanguagelearningstrateg

3、iesandtheteachers,roleinthesetwoareasofstudyintheexam-basedEFLclassroominaChinesesecondarySchool.Astudywithaquestionnaireandfollow-upinterviewisconductedtoachievethisgoal.Theresultsshowthatinsuchacontext,extrinsicmotivation,especiallytheexamination,hasstrongerrelationwithlearningstrategyandarenormal

4、lyrelatedtoshort-termandhigh-efficientlearningstrategywhileintrinsicmotivationismoreassociatedwithlong-termandinterest-basedstrategies.Implicationsontheteachers,roleinmotivationandlearningstrategyusearediscussed.AcknowledgementsIwouldliketothankmyresearchparticipants,whowelcomedmeintotheirtheatregro

5、upandkindlyallowedmetorecordtheirrehearsals.Iamalsosincerelygratefultomysupervisor,Dr.MadeleineCampbell,forherinvaluablefeedbackandsupportthroughouttheprocessofwritingTableofContentsAbstract1Acknowledgements21. Introduction51.1 .Studycontextandrationale51.2 Learningmotivationandlanguageeducation61.3

6、 Researchaims82. Literaturereview92.1 theGardnerianparadigm92.2 alternativeconceptualizationsofL2motivation132.2.1 theL2MSS132.2.2 .1Relationview162.3 investment182.4 EnglisheducationinChina203. Methodology223.1 .Researchaimsandquestions223.2 Surveymethodanddatacollectionprocess223.3 Procedureanddat

7、aanalysis233.4 Ethics233.5 Researchvalidity243.6 limit244. ResultsandDiscussion254.1 Analysisofsurveyresults254.1.1 Asurveyofstudentspersonalmotivationinsecondlanguagelearning254.1.2 Efficacysurveyofsecondlanguagelearningstrategies264.1.3 Targetorientationofstudents274.1.4 Attributionofstudentstopre

8、viousacademicsuccessorfailure294.1.5 Themediatingroleofteachersinstudentslearning304.2 Analysisanddiscussionofpre-testandpost-test314.3 Analysisofresearchresults354.3.1 RQ1:Whatmotivationalfactorsaffectsecondlanguagelearningstrategies?354.3.2 RQ2:Whatareasofinvestmentcanoptimizesecondlanguagelearnin

9、gstrategies?355.Conclusion405.1 Conclusionofthedissertation405.2 Researchobjectivesandquestions405.3 Summaryofresultsanddiscussion415.4 Resultsofappliedresearch415.5 LimitationsandRecommendations42Bibliography43Appendix I: QuestionnaireSurvey48Appendix II: Analysistableofquestionnairesurveyresults50

10、X.Introduction1.1 .StudycontextandrationaleThe21stcenturyisaninformationage,andEnglishisthemainmediatoolforthecommunicationofinformationandtechnologyintheworld.LearningEnglishhasbecomeoneofthebasicrequirementsfortalentsinthe21stcentury.Ontheonehand,withtheimprovementofEnglishstatusasaninternationall

11、anguage,ChineseEnglishlearnersbegintorealizetheimportanceofEnglish.Ontheotherhand,EnglishisstillacompulsorycourseinmostprimaryandsecondaryschoolsinChina,whichforcessomelearnerstolearnEnglish.Therefore,themotivationandinvestmentofasecondlanguagelearnerisverycomplex.PeopleoftenlinkthesuccessOfEnglishl

12、earningwithlearnerslearningmotivation.AsDornyei&Ushioda(2009),afamouseducationalpsychologist,oncepointedout,nTherelationshipbetweenmotivationandlearningisatypicalcomplementaryrelationship,ratherthanaone-wayrelationship.Teachersintheactualteachingprocess,parentsintheeducationandsupervisionofchildrens

13、learning,howtostimulateandmaintaintheirMotivationinEnglishlearning?ThisinvolvestheinfluencingfactorsofmiddleschoolEnglishlearningmotivation.OnlybyfindingouttheexactinfluencingfactorsofstudentsEnglishlearningmotivation,canweputforwardthecorrespondingstimulatingstrategies,soastoprovideguidanceforfutur

14、eteachingpractice.Intheprocessoflearningasecondlanguage,students1thinkingisgraduallymatureandtheiremotionalstabilityisgraduallyimproved.Especially,theyarefacedwithgreatpressureofenteringschool,whichmakesthemhaveaclearerunderstandingoflearningandmayhavemorecharacteristicsinmotivationdevelopment(Domye

15、i,Z.&Ushioda,E.,2009).Inrecentyears,mostoftherelevantstudiesconductedintheworldfocusoncollegestudentsEnglishlearning,andfewoftheminvolvethemotivationofmiddleschoolstudents*Englishlearning.Therefore,intheresearch,weneedtocomprehensivelyconsiderthestudentssocialandculturalbackground,knowledgebackgroun

16、d,livingenvironmentandlearningatmosphere.Wecannotdirectlyapplytheseresearchresultstoanalyzethemiddleschoolstudents*Englishlearningmotivation.ltisofgreattheoreticalandpracticalsignificancetoinvestigatemiddleschoolstudents*Englishlearningmotivationtypes,understandtheircausesandanalyzerelevantinfluencingfactors.1.2 WhenIwasanundergraduate,Ipartici