留守幼儿英语学习目的实证研究 7页

　　留守幼儿英语学习目的实证研究----英语范文论文-->Chapter1LiteratureReviedifferentanglesofmotivationholddifferentviethepositionofthemotivation，someresearchersthinkthatmotivationisthetarget.eiDeming(1999:280)definelanguagelearningmotivationaslearner"soverallpurposeordirection.Johnstonethinksthatmotivationisthedrivingforcedirectedtootivation,suchasEllis(1994:715)thinksmotivationislearner"seffortsinlearningaforeignlanguagebecauseofneedordesire.Brootivationisthechoiceofgoalandthedegreeofeffort,GardnerMaclntyre(1993:43)thinkmotivationisposedofthreeparts,namelyachievethestateofmotivation,otivationIn1972GardnerandLambert(1972)firstdistinguishedthetotivation;integrativemotivationandinstrumentalmotivation.Thisclassificationinfluencesalmostalltherelatedresearchesinthefieldofsecondlanguage.Theintegrativemotivationmeansstudentsunityofthe targetlanguageorhaveinterestinlearningalanguage.Learnersunicateentalmotivationreferstothestudents"desiretoobtaineconomicbenefitsorotherbenefitsinaneple,theyleamforeignlanguageinordertofindagoodjobinthefuture,ortoprepareforfuturepromotion.Theresultsofpreviousstudiesshootivationoftenusefunctionalexercisesorspeakingaslearningstrategies.Studentsacceptinginstrumentalmotivationusuallyuselanguageinform.Itshouldalsobestressedthatinstrumentalmotivationincertainteachingconditionscanbetransformedintointegrativemotivation.………………-->Chapter2ResearchMethodology2.1ObjectsRecentyears,manystudiesonEnglishlearningmotivationhavebeendoneinChina,butmostofthem focusonundergraduatesandmiddleschoolstudents,primaryschoolstudentsarealitted,especiallychildrenleftbehind.Similarresearcheshavebeendoneinabroad,butmostofthemarealsolimitedtoundergraduateorelementarystudents.Inall,thereareonlyfearystudents"Englishmotivation.SoitismeaningfultocarryoutthisinvestigationintomotivationoflearningEnglishamongleft-behindchildren.InordertoanalyzetheEnglishlearningmotivationofchildrenleft-behind,Students"intervieentsforthesamplesofstudents.……………2.2SubjectsAlloftheparticipantsarefromLiexiPrimarySchool,pledinthisstudyfromGradeThreetoGradeSix.Thereasonostofthestudentshereareleftbehindchildren.Amongallofthe365participants,323studentsareleft-behindchildren.Soenon.AmongGradeThree.78studentsGradeFour.80studentsGradeFive.82studentsGradeSix.Amongthese students177alesand146ales.TheyallhavesomeEnglishlearningexperience.Thefirstpartisaboutpersonalinformationincludingfouritems.Theyaregender,gradeandparentsathomeornot,scoresoftheirmidtermexam.Thepersonalinformationisveryimportanttoinvestigatetherelationshipbetsconcerningtheleft-behindchildren"Englishlearningmotivationfromsevenpoints.Thesestudents"stronglyagreeA"to"stronglydisagreeE".ThescaleadoptedismainlybasedonGaoYihong"smotivationquestionnaires(2004).Theitemsarelearninginterest,learningsituation,personaldevelopment,motivationalbehaviour,Englishachievement,outsiderequest,andanxiety.……………Chapter3AnalysisandFindings........343.1AnalysisoftheQuestionnaires........343.1.1MajorTypesofEnglishLearningMotivation........343.1.2TheRelationshipBetObservation........54 3.4Summary57Chapter4ImplicationsandSuggestions........594.1Attr-->actingMoreSocialAttention........594.2EnhancingSchool"sFunction........604.3StrengtheningFamily"sRole........694.4EncouragingStudentsThemselves........72Chapter4ImplicationsandSuggestions4.1AttractingMoreSocialAttentionSocietyisplexjustlikeameltingpot.arystageisstillimmature.Avarietyofsocialfactorseasilyhaveinfluenceontheirgrosofruralleft-behindchildrenneedtheattentionoftheentshouldtakemeasurestoprotecttherightsofchildrenleftbehind.Relevantlaentcouldalsoincreaseinvestment,strengthentheconstructionofboardingschools,andimprovethelivingconditionsofruralchildren.Theschoolsettingshouldasfaraspossiblebroadenruralprimaryschoolcoverage. Educationmanagementcantakeadvantageofallkindsofresourcestoimprovetheirlivingconditions.Alloanagement.This………………ConclusionItisknootivationisveryimportantforstudents"Englishlearning.Studentsotivationcandobetterthanthoseotivation.StudentsotivationcaneasilysucceedinEnglishlearning.StudentslackingmotivationmayhavenodesiretoleamEnglishforalongtimeandoftenfailintheexaminations.Therefore,motivationisakeyproblemthatmanyteachersandresearchersfocuson.Hootivationisveryplex.Itisnotenoughfortheteacherstoprovidesomeinterestingactivitiesandmakeclassfun.ThefindingsofthisthesisindicatethatmotivationiscrucialtostimulatestudentstoleamEnglishoreinterestedinEnglishthanfemales.TheEnglishlearningmotivationaregraduallyrisingalongeextent.Buttheirmotivationis relativelyunstable.Therefore,therearesomesuggestionsforstudentsandteacherstoimproveEnglishlearningandteaching.ForEnglishteachers,theyshouldnotonlypayattentiontostudents"scores,butalsototheiremotionalchanges.Theyneedtocaremoreaboutgirls,givethemproperexpectationandrequesttostimulatetheirlearningmotivation.Forstudentsindifferentgrades,teachersshouldtakenoticeoftheirpsychologicalchangetomaintaintheirmotivation.……………Reference(omitted)