Abstract:Foreign language learning motivation is one of the most important non-intellual factor that influence students’ performance in language learning. The effect of English learning is largely affected by both intrinsic and extrinsic drive. Intrinsic drive includes social motivation; certificate motivation; instrumental motivation and achievement motivation, while extrinsic drive includes interest motivation and integrative motivation.
This paper, with the appropriate design of questionnaire including 20 questions on learning motivation, takes the qualitative and quantitative mode to questionnaire 110 English Major students of 2009 in Xuzhou Institute of Technology. Then using SPSS software to analysis the data, hoping that the research conclusion could do a certain enlightenment to the practical teaching in English.
This thesis includes five chapters. The first chapter introduces the background and significance of the thesis. The second Chapter is the literature review, mainly introduces the domestic and foreign research achievements on Language Learning Motivation. The third chapter is the design of the research, mainly introduces the object, tools and processes of the research. The fourth chapter is data analysis and uses SPSS to instruct the data. The fifth chapter is the conclusion, the author puts forward some suggestion to English teachers based on the findings of the research, meanwhile, points out the deficiency of the study.
Keywords: English majors undergraduate learning motivation internal driver external driver
Contents
Abstract
摘要
Chapter One Introduction-1
1.1 The Background of Study-1
1.2 The Significance of Study-1
Chapter Two Literature Review-3
2.1 Motivation-3
2.2 Previous Motivation Research-3
2.2.1Gardner’s Motivation Theory-3
2.2.2 Dornyei’s Three-level Motivation-4
2.2.3 Qin and Wen’s Study-5
Chapter Three Methodology of the Investigation-6
3.1 Research Design-6
3.2 Research Subjects-6
3.3 Research Procedure-6
Chapter Four Results and Discussion-8
4.1 Analysis of Descriptive Statistics-8
4.2 Analysis of Induced Factors-11
4.2.1 Improper Perception-11
4.2.2 Traditional Teaching Methods-12
Chapter Five Conclusion-13
References-16
Appendix-17
