更新时间：01-28 （A-Lin）提供原创文章
Abstract:One of the main aspects that have direct influence on learning is learning motivation. Since 1940s, much influential research concerning motivation has been conducted and several important models have been proposed. Motivation is one of the most important non-intellectual elements. It plays a key role in the learning system. It is an internal force for students’ learning and the direct element to arouse students’ learning aspiration. Motivation has been widely accepted as playing an important role in successful acquisition of a second language (L2).Motivation is one of the key factors in teaching and large amount of research has been carried out to seek for what factors are most influential in determining second language learner’s motivation. Which are the factors affecting learners’ motivation and in what way can enhance their motivation? This thesis begins with a historical review of related studies on triggering, maintaining and enhancing motivation in second language learners. It proceeds to look at the various aspects of motivation enhancement and how to build on them in designing techniques for enhancing motivation. Then the paper proposes a new model for maintaining high motivation based on such factors as the nature and categories of motivation, the role of learners, classroom activity, teacher feedback, and affective factors, among some others. The thesis concludes with a brief discussion of how integrate the model along with its pedagogical implications into the modern educational context.
Key words: motivation; motivation trigger; foreign language teaching
Contents
中文摘要
Abstract
Chapter1Introduction1
Chapter2Types of Motivation2
2.1 Motivation in Second Language Acquisition2
Chapter3 Methodology.4
3.1 the Research Design4
3.1.1 Questionnaire Survey.4
3.2 Participants4
3.3 Instruments4
3.4 Data Collections and Procedures.5
3.5 Data Analysis.5
3.6 Results and Discussions5
Chapter4 A New Model for Enhancing High Intrinsic Motivation7
Chapter5 Conclusion.10
References.11
Acknowledgements13
AppendixI.14
AppendixII15