在英语教学中激发大学生的学习动机学位论文.doc

2.LiteratureReview2.1MotivationalstudiesfromabroadTherearealargenumberofresearchesonwhethermotivationaffectsforeignlanguagelearning.Amongtheresearchers,Gardner＆Lambert(1972)identifiedthatmotivationisofgreatimportancetosuccessfullanguageacquisition.Accordingtothem,effort，desiretolearn，andsatisfactionwiththetaskarethethreemainelementsessentialtoidentifythedegreeofmotivationinlanguagelearning.DÖrnyei(1994)putitfurtherwiththecognitivefactorsofthelearningmotivationandhealsodidtheexperimentwhichwasbasedonastateofforeignlanguageteachingclassroom.HeputforwardthoseL2learnersatthefollowingthreelevels:thelanguage,learner,andthelearningsituation.Apartfromthese,thereareotherresearchesshowingtherelationshipsbetweenmotivationandotherpossibleconsiderationssuchasattitudes,learninghabits,anxiety,andteachers.Forinstances,Matthew,P.(1997)triedtofindouttheeffectsofauthenticlanguagematerialsonmotivation.Heturnedtoclassroomobservation,andthenhegotthatauthenticlanguagematerialscanpromotemotivationthroughhisresearch.2.2DomesticstudiesaboutmotivationChinabeganitsstudyoflanguagelearningmotivationinthe1980s,atthattime,thetermmotivationcouldonlybefoundinchaptersorsectionsinsomemonographsaboutpsychologyoflearning(Gui,1985,1991).SomeacademicjournalsinthefieldofforeignlanguageteachinginChinarevealedthatonlyoneauthor(Zheng,1987)usedthewordmotivationinthetitleofhisresearchpaper.Until1990s,manymoreresearchesbegantoconcernwithmotivationasmoreandmorepeoplehadrealizedglobalizationandtherewasapopularityofforeignlanguagelearningamongChinesepeople.TheearliestexperimentalresearchwasdonebyGuiShichun(1986)whocenteredonlearningmotivation,learningenvironments,attitudestowardlearningsituationsandlearningstyles．Theresultidentifiedthatlearningenvironmentsandattitudes(especiallywhohavestronginstrumentalmotivation)affectmostuponstudents’learningmotivation.IntheinvestigationofZhouYan(1992),heconcludedthatmotivationiscorrelatedwithlearningachievement.HaoMeiandHaoRuoping(2001)reportedthatstudents’achievementmotivationi