攀枝花市中考满分作文-A_Study_on_the_English_Learning_Motivation_of.ppt

A Study on the English Learning Motivation of Students in Secondary Vocational Schools in Xinxiang City,新乡市中等职业学校学生英语学习动机调查分析By Yao wenyuSupervisor: Professor Sun haiyan,1Research background,1.1The vocational education is an important part of modern education system, and it is responsible for t raining the person with ability who can work well in different industry. According to the layout made by the ministry of education, more than 60% of educatees will be trained in secondary vocational schools in our country up to 2020. English, as a basic course of vocational education in secondary vocational schools, is important for a student to begin his job career. But now, the case is not satisfactory.,,1.2 A research by Jbabovits(1970) indicates that the factors affecting the result of foreign language study are motivity 33%, capacity, 33%, intelligence ,20%,others, 14%. From the conclusion we can find a way to improve the English course in secondary vocational schools, it Is the reason why I will research utilizing the motivity to inspire the students’ English learning.1.3 Although many scholars do well in this field and gain fruit, their eyes stair on the middle school students and undergraduates, seldom pay their attention on the secondary vocational school students. I will do the job.,2 Research Questions,2.1 What are the students’ motivities of learning English in a secondary vocational schools? 2.2 Where do the motivity diathesis lie on for a student learning English in a secondary vocational schools?,3 Research objectives,3.1 Find out the English learning motivation type and intensity of secondary vocational students.3.2 From inside and outer aspects, find the factors influencing learning motivations, and analyze them.,4.Literature review,4.1. In Gardner and Lambert (1959)’s opinion, the motivation of learning foreign language includes instrumental and combinative 4.2Brown (1987) distinguished three kinds of motivations: whole motivation, scene motivation and mission motivation.4.3A three level motivation mode has been put forward by Dornye in 1994 based on his reach. The three levels are: language level, learner level and learning scene level. The motivation is a concept of multi-dimension and affected by scene factors.,,4.4Generally speaking, there are seven kinds of motivation factors have been confirmed by the circles of psychology and linguistics. They are: cognizing need and emotional need(Ausubel1968;Maslow1970), expectation value and effect value (Bnadura1993；Schunk1991;vroom1964), motive directing (Ames 1992；Pintrieh 2000), result attribution (Weiner1979；Platt 1988)，learning goal (neei1992:Gardner1985:Wenetal1997), self confidence (Clementetal1994;HOwritz1991) and motivation behavior (Gardener1985).,5 Research design,Research 1: English learning motivation type and intensity of middle vocational school students.Research method: questionnaire investigation, case interview.Research 2: find out the influencing factors of English learning motivations of middle vocational school students.Research method: questionnaire investigation, case interview.,,The research object is the students of Xinxiang advanced vestibule school (including the first, second, third vocational school, chemical school, business school and so on), Henan economy and business advanced vestibule school. Demonstration study has been done to this special colony of middle vocational school students.,6 The Outline of the thesis,Chapter 1 Introduction1.1 research background 1.2 the status of English learning in secondary vocational schoolChapter 2 Literature review of the research.2.1 Research on foreign language learning motivation abroad2.2 Research on foreign language learning motivation in ChinaChapter 3 Research Design3.1 Research method3.2 Questionnaires design 3.3 Procedure of research,,Chapter 4 Findings and analysis4.1 Data collection4.2 Data analysis 4.3 Correlation between the motivation of the learners’ learning and their scores 4.4 Finding Chapter 5 Conclusion5.1Conclusion of thesis5.2 Limitation of the study,Some of the Bibliography,Barbara, L. M. J., E.P. (2002). 学习动机的激发策略 (伍新春等, Trans.). 北京: 中国轻工业出版社.Brown, H. (1987). Principles of Language Teaching and Learning. New Jersey Prentice Hall.D.Fontana. (2000). 教师心理学 (王新超, Trans.). 北京: 北京大学出版社.Dornyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. Mordern Language Journal, 78.Ellis, R. (1997). Understanding Second Language Acquisition Oxford University Press.Gardner, R. C., W.E.Lambert. (1972). Attitudes and Motivation in Second Language. Rowley,Mass: Newbury House.Heaton, J. B. (2001). 英语测试. 北京: 外语教学与研究出版社.Marlon.Williams&Robert.L.Burden. (2000). 语言教师心理学初探. 北京: 外语教学与研究出版社.Maslow, A. H. (1970). Motivation and Personality. New York: Harper&Row.Rogers, C. G. (1998). Motivation Indicators in the United Kingdom and the People's Republic of China. Educational Psychology.巴文娟. (2007). 五年制高职学生“习得性无助”心理及教育策略. 职业教育研究, 8.蔡晓颖. (2005). 六盘水市小学英语师资现状调查分析. 六盘水师范高等专科学校学报, 第17卷第1期.车文博. (2003). 人本主义心理学. 杭州: 浙江教育出版社.陈金中. (2004). 成人英语学习动机行为调查与教学对策研究. 成都信息工程学院学报, 19.陈晓燕，徐行. (2000). 关于五年制高职校学生心理健康状况的调查研究. 西安航空技术高等专科学校学报, 第18卷第3期.陈玉华，吕光军. (2005年). 我国五年制高职教育的回顾与展望. 教育与职业, 36,。