英语专业大学本科毕业论文

英语专业大学本科毕业论文 大学本科英语毕业论文 题目 学习动机对外语学习的影响 -----对新疆地区非英语专业大学生的调查 院 部 外国语学院 专 业 英 语 Influence of Learning Motivation to Foreign Language Learning ------Study on Non-English majors in Xinjiang A Thesis Submitted to School of Foreign Languages of Xinjiang University of Finance and Economics in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts By Lu Wenjing SupervisorProfessor Chang February 25 2009 Acknowledgements The existence of this thesis owes much to Mr Cang He has given me the most patient instructions during the busiest time he has ever had and for the encouragements and trust he has placed on me Whats more I will extend my thanks to all of the leaders and teachers who have taught us during these four years in Foreign Languages Department and have supplied us with the most convenient faculties which helps me to finish my first English thesis smoothly In addition I would like to thank all my enthusiastic classmates who have given me lots of advice and inspirations Last but not least my appreciation will go to the evaluation panel of theses that keep their close eyes to the development of our theses Thanks a lot 摘要 学习动机在外语学习过程中起到了至关重要的作用它是影响学习效果的重 要因素之一国内外的许多学者对其进行了大量的研究和调查Gardner和Lambert 把学习动机分为工具型动机和融合型动机动机的取向会很大程度上影响学习效 果动机还可以分为内在动机和外在动机Atkinson et al 1935这两种分类一般是 认为是对应的即融合性动机是内在动机工具型动机是外在动机Chambers1999王 立飞2000 本文运用问卷调查的方法对新疆地区五所高校的250位非英语专业本科生 进行了学习动机和学习效果的调查和研究得出的结果如下 1绝大部分学生的英语学习动机属于工具型和外在动机因而需要激发和促 进内在动机 2学习动机在一定程度上影响外语学习 3大多数非英语专业学生的英语学习动机令人满意但一部分学生的学习动 机需要调整 根据以上调查和 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 的结果本文提出以下策略和方法以激发学生的英语学 习动机和提高英语学习成绩 1激发内在动机了解自己真正的需要 2培养学生的学习兴趣和好奇心 34形成良好的师生关系 关键字学习动机 英语学习 英语教学 学习效果 Abstract It is generally believed that English teaching in China has made great achievements since the implementation of the reform and the opening up to the outside world Learning motivation has played an significant role in learning a foreign language It also affects the results of the learning Motivation is one of the affective factors which influence foreign language learning Much research has been done on motivation In the west Gardner and Lambert are two of the most outstanding scholars in this field Their research mainly focused on two motives for learning a second language or foreign language They divide foreign language learning motivation into instrumental and integrative motivationIt can also be divided into intrinsic and extrinsic motivationChambers1999 Wang lifei2000 Through the questionaires which investigated 250 undergraduates of non-English majors in Xinjiang this thesis did a survey of learning motivation and effects The results as follows 1 The mainly part of the participants has the instrumental motivation and extrinsic motivation but less intrinsically-motivated so the studentsintrinsic motivation should be enhanced 2 To some extent learning motivation has influenced English learning 3 Generally speaking most of them have known how to adjust their motivation and learning strategies But some of them need to be helped in adjusting their English learning motivation In order to stimulate and enhance the studentslearning motivation and help them develop autonomous and good learning habits five practical suggestions are given 1 Enhancing the Intrinsic Motivation let yourself know your real needs 2 Arousing the StudentsInterest and Curiosity 3 Building up a Good Teacher-Student Relationship At lastthe author points out the limitations of the survey and suggests the further study Key Words learning motivation English learning English teaching learning effect Table of Contents Acknowledgements厖厖厖厖厖厖厖厖厖厖厖厖厖厖 s oints out I Abstract Chinese 厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖limitations of II Abstract 厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖limitIII Table of Contents厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖limittions oIV Part One Introduction厖厖厖厖厖厖厖厖厖厖厖厖厖厖1 11 厖厖厖厖厖厖厖厖厖厖厖厖厖厖Research Background厖厖厖厖厖厖厖厖厖厖厖厖 12 d1 厖厖厖厖厖厖厖厖厖厖Motivations and Objectives厖厖厖厖厖厖厖厖厖厖厖 nd ObjectivePart Two Literature Review on Motivation厖厖厖厖厖厖厖1 21 s o he The Motivation in Foreign Language Learning厖厖厖厖厖厖厖2 211 gn LanguThe Motivation in Foreign Language Learning厖厖厖厖厖厖1 212 Classification of Motivation厖厖厖厖厖厖厖厖厖厖 2 2121 suggests the furtInstrumental and Integrative Motivation厖厖厖厖厖厖 4 2122 ntegraIntrinsic Motivation and Extrinsic Motivation厖厖厖厖厖 5 c MotPart Three Reserch on Non-English majors in Xinjiang厖厖厖厖厖厖厖 31 Background厖厖厖厖厖厖厖厖厖厖厖厖厖厖 32 Purpose厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖 33 Subject厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖 34In order to stimulate and enhance the studentslearning Methodology of the questionnaire 厖厖厖厖厖厖厖厖厖厖7 of the qu 35 Data Collection and Analysis厖厖厖厖厖厖厖厖厖厖厖 8 n and AnalyPart Four solutions to the problems厖厖厖厖厖厖厖厖厖厖12 41厖厖厖 31 Enhancing the Intrinsic Motivation let yourself know your real needs厖厖12 4 Mo2 Arousing the Students Interest and Curiosity厖厖厖厖厖厖厖12 43 StudentsBuilding up a Harmonious Teacher-Student Relationship 厖厖厖厖厖3 -StudePart Five Conclusion厖厖厖厖厖厖厖厖厖厖厖厖厖14 51 Results and discussion厖厖厖厖厖厖厖厖厖厖厖厖 15 52 Furthermore厖厖厖厖厖厖厖厖厖厖厖厖厖厖 16 ose厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖 33 Subject厖厖厖厖厖厖厖厖Bibliography厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖7 Appendix厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖厖19 Part One 52 Furthermore厖厖厖厖厖厖厖厖厖厖厖厖厖厖 16 Introduction 11 Research Background Foreign language learning is a rather complicated process English learnersachievements are affected by many individual differences such as age language aptitude motivation learning strategies and personality If asked to identify the most powerful influence motivation would be high on the list Motivation is probably the most often used catch-all term for explaining the success or failure of virtually any complex task It is easy to figure that success in a task is due simply to the fact that someone ismotivatedso it is in language learning If a student is well-motivated he will be a successful language learner Countless studies and experiments in human learning have shown that motivation is very strongly related to achievements in language learning It makes sense that individuals who are motivated will learn another language faster and to a greater degree Furthermore numerous studies have provided statistical evidence that indicates that motivation is a predictor of language-learning process Researchersespecially language teachers generally believe thatthe more motivation a learner has the more time she will spend in learning a second language Spolsky 1989148 and the faster and better she will learn a second language Learner motivation makes teaching and learning immeasurably easier and more pleasant as well as more productive Hence motivation plays an important role in foreign language learning 12 Motivations and Objectives Motivation is the most powerful influence on foreign language learning It is regarded as a crucial and decisive factor for foreign language learning Many educators and scholars are concerned about the problem of stimulating the learnersmotivation Prior researchers have done a lot In the west Gardner and Lambert are two of the most outstanding They wonder which kinds of motivations are more or most efficient for foreign learning and why They divided motivation into two basic types instrumental and integrative motivation Yet another dimension of the integrativeinstrumental dichotomy is brought to light by looking at intrinsic and extrinsic differences in motivation By studying motivation in foreign language learning scholars and researchers have made the following clear the term of motivation its nature components and characteristics the relationship and differences between different kinds of motivations The questions above are researched on until today but there are still more practical questions such as How to put these theoretical studies into teaching practice What can the language teachers do to cultivate motivations How can the teachers solve the motivational problems in the language learning process These questions need more research work This paper aims at presenting a both quantitative and qualitative research on the issue of language learning motivation especially the present situation of the non-English-major students in univesities of Xinjiang Based on the research the thesis aims at exploring some questions existing in English learning in the school in question The purposes of this study were to find out the answer to the following questions 1 What type of English learning motivation do the non-English-major students have in universities of Xinjiang 2 What is the present situation of the students English learning motivation like 3 Whether there are any relations between the students learning motivational type and their learning achievement It is important for the teachers to recognize the variety of the students learning motivation and take effective measures to motivate them in English teaching so that they can increase the learning effect and improve learning efficiency Part Two Literature Review on Motivation 21 The Motivation in Foreign Language Learning If asked to identify the most powerful influences on foreign or second language learning teachers would probably put motivation on the top of the list Most language scholars will agree that the motivation of students is one of the most important factors influencing their success or failure in learning and teaching the language So the definition of motivation will be the first thing to be discussed 211 Definitions of Motivation To be more specific about motivation three questions appeared Where does motivation come from Is there one kind of motivation or more What part of second language learning does motivation influence Bernard Spolsky2000148 For Gardner and Lambert motivation comes from attitude Gardner believes that there are two significant kinds of attitudes attitudes to the people who speak the target language and attitude to the practical use to which the learner assumes he or she can put the language being learned Attitudes do not have direct influence on learning but they lead to motivation which does In one of the earliest statements on motivation in second language learning Gardner defines motivation as referring to a combination of effort plus desire to achieve the goal of learning the language plus favorable attitude towards learning the language Gardner 1985 The word is used in a variety of ways Motivation is commonly thought of as an inner drive impulse emotion or desire that moves one to particular action Or in one more technical termsmotivation refers tothe choices people make as to what experience or goals they will approach or avoid and the degree of effort they will exert in that respect Keller 1983389 The term also includes a number of other conceptssuch as drive needs incentive reward reinforcement goal setting expectancy and the like Motivation then is an inner drive or stimulus which can like self-esteem be global situational or task-oriented Williams and Burden present a definition of motivation which is essentially cognitive but fits within a social constructivist framework Williams and Burden explained the definition in detail At the beginning people are aroused in some way The initial arousal maybe led by various causes maybe internal ones such as interest or curiosity or maybe by external influences such as another events According to them motivation may be constructed as a state of cognitive and emotional arousal which leads to a conscious decision to act and gives rise to a period of sustained intellectual andor physical effort so as to attain a previously set goal or goals Once the action has begunthe person needs to sustain to achieve the goal All this is influenced by the context and situation and will be personal to the individual Thereforewhat motivates one person to learn a foeign language and keeps the person going until he or she has achieved a level or proficiency with which he or she is satisfied will differ from individual to individual 212 Classification of Motivation Motivation of foreign language learning can be classified from different points of view and different functions are played But in this paper I only state two classifications 2121 Instrumental and Integrative Motivations One of the best-known studies of motivation in second language learning was carried out by Robert Gardner and Wallace Lambert 1972 Motivation was examined as a factor of a number of different kinds of attitudes Two different clusters of attitudes divided two basic types of motivation instrumental and integrative motivation Instrumental motivation occurs when learners goals for learning the L2 are functional It refers to motivation to acquire a language as a means for attaining instrumental goals furthering a career reading technical material translation facilitating study of other subjects through the medium of the L2 and so forthThis instrumental orientation describes a group of factors concerned with motivation arising from external goals such as passing exams financial rewards or gaining promotion Some learners with an instrumental reason for learning a L2 can be successful In some second as opposed toforeign settings an instrumental orientation may be the most important one Providing learners with incentives such as money may also aid learning by increasing the time learners spend studying but the effects may cease as soon as the reward stops Rod Ellis 1994514 An integrative motive is employed when learners wish to integrate themselves within the culture of the second language group to identify themselves with and become a part of that society This type of motivation is an extension of Mowrers account of motivation in first language learning That is learners with integrative motivation are seen as likely to maintain their mother tongue when they learn a L2 Rod Ellis 1985118 Integrative motivation has been shown to be strongly related to L2 achievement It combines with instrumental motivation to serve as a powerful predictor of success in formal contexts Learners with integrative motivation are more active in class and are less likely to drop out Rod Ellis 1994513 Many of Lamberts studies Lambert 1972 and one study by Spolsky 1969 found that integrative motivation generally accompanied higher scores on proficiency tests in a foreign language And some teachers and researchers have even gone so far as to claim that integrative motivation is absolutely essential for successful second language learning The more recent findings show that there is no single means of learning a second languagesome learners in some contexts are more successful in13 learning a language if they are integratively orientedand others in different contexts benefit from an instrumental orientation The findings also suggest that the two type of motivation are not necessarily mutually exclusive Second language learning is rarely motivated by attitudes that are exclusively instrumental or exclusively integrative Most situations involve a mixture of each type of motivation Brown 1987 Gardner and Lambert however point out that the integrativeinstrumental distinction reflects a continuumrather than alternatives Rod Ellis 1985 2122 Intrinsic Motivation and Extrinsic Motivation At other times people engage in an activity not because they are particularly interested in the activity itselfbut because performing it will help them to obtain something else that they want Therefore Csikszentmihalyi and Nakamura 1989 provide a clear definition of concepts When the only reason for performing an act is to gain something outside the activity itself such as passing an examor obtaining financial rewardsthe motivation is likely to be extrinsicWhen the experience of doing something generates interest and enjoyment and the reason for performing the activity lies within the activity itself then the motivation is likely to be intrinsic Edward Deci 1975 defined intrinsic motivation Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself Intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences namely feeling of competence and self-determination This can be illustrated by considering different actions that we perform in our day-to-day lives such as going to workreading a newspaperdriving within a limited speedlistening to music or study Typical extrinsic rewards are money prizes grades and even certain types of positive feedback Behaviors initiated solely to avoid punishment are also extrinsically motivated even though numerous intrinsic benefits can ultimately accrue to those who instead view punishment avoidance as a challenge that can build their sense of competence and self-determination More and more researches suggest that intrinsic motivation is more powerfulespecially in long-period learning Maslow stated in 1970 when ones basic life safely and social needs are secured people make efforts to obtain self-esteem and sense of accomplishment mindless of what rewards are It is important to distinguish the intrinsic-extrinsic construct from Gardners integrative-instrumental motivationWhile many instances of intrinsic motivation may indeed turn out to be integrativesome may not We only mean which motivation is in a dominant place during the process of learning Instrumental integrative intrinsic and extrinsic these four types of motivation should be seen as complementary rather than as distinct and oppositional Part Three Reserch on Non-English majors in Xinjiang 31 Background The non-English majors in Xinjiang are those who got the four-years education Their scores of the entrance examination are qualified as any other universities They will have two choices after graduation They will get the graduation certificate if they finish four years study smoothly and then hunt for a job they can also take post graduation entrance examination to have further study Even though they are non-English majors some of them are ggod at English Generally speaking their English basic knowledge is not satisfactory Their conditions are different from each other They come from remote rural districts or prosperous cities poor families or rich families Han or ethnics Quite a few of the studentsparents are laid-off workers Maybe some students live in poor culture circumstances Furthermore some teaching is ineffective or teaching situations are inadequate After entering universities some of the students work hard some dont and some even spend their time idly In order to investigate the status of the non-English major seniors learning motivation in Xinjiang this paper adopted a method a semi-scale questionnaire 32 Purposes The purposes of this study were to find out the answer to the following questions 1 What type of English learning motivation do the non-English-major students have in universities of Xinjiang 2 What is the present situation of the students English learning motivation like 3 Whether there are any relations between the students learning motivational type and their learning achievement 33 Subjects All together there are 250 non- English-major students from five universities in Grade four were chosen They are all from different universties Xinjiang University Xinjiang University of Finance and Economics Xinjiang Normal University Xinjiang agricultural University Xinjiang Medical University have different majors such as medicine technology computer math science physics agriculture planting economy management and so forth and are from different families or nations Among them 50 participants are male students another half are females That has the similar situation with other colleges and universities The studentsage are from 21-24 They were chosen because they can represent the average non-English-major students in Xinjiang Table 1 受试者的年龄性别分析 年龄 性别 21 22 23 24 男 女 人数 12 107 113 18 125 125 Table 2 受试者的专业民族分析 专业类别 民族 理科 工科 农学类 医学 经济与管理类 汉族 维族 满族 回族 哈萨克族 人数 47 40 45 52 66 195 37 6 5 7 34 Methodology of the questionnaire In 2008 for writing the paper the author made a semi-scale questionnaire Based on the original questionnaire and reviewing other questionnaires of the same kind the author designed this English Learning Motivation Questionnaire by making some certain proper changes according to the subjectspresent situationAfter preparing the questionnaire the author first made a piloting questionnaire for the students to see whether it would be effective or not and some further changes were made according to the studentsopinion So the English Learning Motivation Questionnaire contains two parts first part are 12 statements which need to be answeredYesorNo second part are 12 multiple choices These questions are answered based on the real thoughts of each individuals 341 Part One of the Questionnaires The first 12 statements are designed to investigate what type of English learning motivation do the non-English-major students in Xinjiang have This part can be divided into two sections see Appendix 1 1 Statements 235671011 are to investigate the studentsinstrumental motivation and extrinsic motivation 2 Statements 148912 are to investigate the studentsintegrative and intrinsic motivation 342 Part Two of the Questionnaire There are 12 multiple choices which have to choose the best answer from A B C D E These questions contain the grades of CET4 CET6 and the final exams the time you spend in English learning the contests you attend and so on see Appendix 1 35 Data Collection and Analysis 351 The present situation of the studentsEnglish learning motivation Types of English learning motivation the non-English-major students have Statement 1I learn English because I love it from bottom of my heart no other reasons Statement 2 I learn English in order to pass various kinds of English tests Statement 3 I learn English in order to go abroad Statement 4 I learn English because Im interested in the culture of the English-speaking countries Statement 5 I learn English because English is a world language and I can know the world better Statement 6I learn English because I like one English teacher or one textbook Statement 7I learn English in order to get graduation certificate and bachelor degree Statement 8I am keen on English itself Statement 9I learn English because I like the lifestyle of the English-speaking people Statement 10I learn English just because I am forced by teachers and parents Statement 11 I learn English in order to find a good job Statement 12 I learn English because I like English songs and films The participants choices show that Table 3 目前学习动机分析 内在动机融合性 外在动机工具型 情感动机 出国 社会责任 压力 工作 考试 百分比占总人 数 29 57 57 39 60 74 Figure 1 In figure 1 it shows that the majority of students learn English with instrumental motivation intrinsic motivation As for statement 1 4 8 9 12 they all intrinsic motivation Only 29 students say yes on the average of paticipants choices It indicates that most of students English learning motivation is task-oriented motivation Thats to say most of people learn English with strong purposes But for statement 2 3 5 6 7 10 11 71 students say yes It shows that most of the students are motivated both integratively and extrinsically Among the integrative motivations of all the students 57 students want to go abroad 57 for social responsibility 39 for outside pressures 60 for a good job 74 for passing various tests Why does this situation appear The reasons may be analyzed as follows With reform and opening policy to the foreign countries our country has more frequent contract with other parts of the world The technology has developed a lot It has changing our daily life and bring us more competitions So we have to strenthen ourselves Entering WTO it brings a lot of job opportunities so students are eager to leran English well in order to find well-paid jobs Whats more they have to take some tests such as the TEM4 CET46 IELTS TOFEL and post-graduation entrance examination etc their direct goal is to use certificates to get a good job or gain a higher social status Maybe some students even from some poor places far away only to catch this chance to go to good universities or have further study then go back home to make contributions to their hometown The society has become more and more complicated It need more felxible people and the competition is more and more fierce In another word it need people take charge of more skills and make full use of them To sum up the majority of students learning motivation is inegrative and extrinsic By the development of the country this kind of tendency will be more obvious 352 The Relationship between the Students Motivation and Their Learning Achievement According to the questionaire of this investigation the results show as follows 1 The Eng