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英语教育学论文proposal:An Action Research on Improving Students’ Motiv

时间:2015-08-31 18:13来源:www.ukthesis.org 作者:英国论文网 点击联系客服: 客服:Damien

英语教育学论文proposal:An Action Research on Improving Students’ Motivation Through Listening Teaching
在英语听力教学中提高学生学习动机的行动研究

一、立论依据
(选题的研究意义、国内外研究现状分析)
1.Rationale
Motivation provides the primary impetus to initiate learning the L2 and later the driving force to sustain the long and often tedious learning process; indeed, all other factors involved in L2 acquisition presuppose motivation to some extent. (Dornyei 1998: 117) As a result, English teachers care much about whether students are well motivated and willing to learn what they are taught especially at the early stage of English learning. The new English Curriculum Standard (ECS) also puts forward that the goal of fundamental English courses are not only to improve students' language skills, but also develop their positive attitudes towards language learning. Motivation is one of the most important factors in students' emotional attitudes. In recent researches, more and more researchers are interested in the motivation of various middle school students. Most researchers focused on several key factors of motivation, such as self-confidence, attitude, sense of achievement, and the relationship between motivation and achievements on learning. However, there are only a few focuses on how to promote the students’ motivation through daily teaching in an ordinary middle school, which is the focus of this research.
 In Guiyang, the capital city of Guizhou Province, English course has been offered in most primary schools. But most suburban primary schools do not have enough qualified English teachers to offer English classes for the students. When these students entered middle school, it is the real beginning for the students to learn English when they enter middle school. Due to poor family education environment or atmosphere, most students have not developed a good habit of learning. It is found by the author that most students (about 70%) demotivated to learn English after a few months since they became junior school students owing to several reasons. In class, most of them seldom actively participated in teaching activities or answered questions.  After class, they seldom listened to English. Because they have invested so little effort to learn English, they could not understand, read or speak English. For them, learning English is only a frustrating experience which made them encounter failures again and again. In English class, they always got nervous and felt embarrassed because their own disappointing performance. As a result, they lost interest, confidence in learning English. They even thought that English is awful because this subject only brought them embarrassment, sadness, a feeling of nervous or scared, but no sense of achievement at all, and some of them even hate the subject. They lacked learning motivation.  Motivation can be divided in two broad categories, Extrinsic motivation and intrinsic motivation. ( Paul. E& Don K, 2005) Extrinsic motivation is the motivation to engage in an activity as a means to an end, whereas intrinsic motivation is the motivation to be involved in an activity for its own sake. (Pintrich & Schunk, 2002). Obviously, facing such group of totally demotivated students, to improve their intrinsic motivation, with which the students will feel interested and happy in learning English and would like to invest effort to learn English, becomes the core of the author’s teaching focus.(责任编辑:英语论文代写)



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