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A Study on the English Learning Motivation of


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 wenyu Supervisor: 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 Introduction 1.1 research background 1.2 the status of English learning in secondary vocational school Chapter 2 Literature review of the research. 2.1 Research on foreign language learning motivation abroad 2.2 Research on foreign language learning motivation in China Chapter 3 Research Design 3.1 Research method 3.2 Questionnaires design 3.3 Procedure of research

Chapter 4 Findings and analysis 4.1 Data collection 4.2 Data analysis 4.3 Correlation between the motivation of the learners’ learning and their scores 4.4 Finding Chapter 5 Conclusion 5.1Conclusion of thesis 5.2 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

高一虹,赵媛,程英,周燕. (2003). 中国大学本科生英语学习动机类型. 现代外语, 1. 高一虹、程英. (2003). 本科生外语学习动机强度与自我认同变化. 外语与外语教学, 5. 高一虹等. (2003). 英语学习动机类型与动机强度的关系---对大学本科生的定量考察. 外语研 究, 1. 华惠芳. (1998). 试论英语学习动机与策略的研究. 外语界, 3. 贾冠杰. (2003). 外语教育心理学. 南宁: 广西教育出版社. 蒋柏明. (2003). 五年制高职英语教学中存在的问题和对策. 苏州职业大学学报, 第14卷第2期. 蒋付军. (2003). 关于五年制高职教学的实践与探索. 江西科技师范学院学报, 3. 课题组. (2001). 关于唐山地区中学英语师资现状的调查报告. 唐山师范学院学报, 第23卷第1 期. 孔繁华,杨敏丽. (2001). 对五年制高等职业教育的几点认识. 高等职业教育, 10. 兰冰,孙青,谢艳. (2007). 五年制英语教学存在的问题及其对策. 云南电大学报, 第9卷第2期. 雷买利. (2003). 渭南市农村初中英语教师素质现状调查. 陕西教育学院学报, 第19卷第4期. 李丽红. (2005). 浅析五年制高职专英语教学中的问题和对策. 辽宁广播电视大学学报, 1. 刘志明. (2005). 高职生英语学习心理调查与分析. 西南师范大学, 重庆. 龙绍赟. (2003). 高职院校英语专业学生学习动机行为影响因素的调查研究. 江西师范大学, 南 昌. 龙伟丁. (2004). 高职生外语学习动机研究. 南京师范大学, 南京. 吕京. (2004). 高职生英语学习动机调查与分析. 西南师范大学, 重庆.

Thank you for your attention!


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