缺乏外語(yǔ)學(xué)習(xí)動(dòng)機(jī)被視為導(dǎo)致中國(guó)農(nóng)村初中英語(yǔ)教學(xué)效率低下的決【Abstract】Theauthorinthispaperdiscusses,fromdifferentperspectives,thedefinitionandclassificationofmotivationinforeignlanguagelearningandanalyzesthefactorswhichexertinfluencesontheinspirationofmotivation,regardedasoneofthecrucialreasonsleadingtotheinefficiencyofvillageJuniorMiddleSchoolEnglishteachinginChina.IntheprocessesofJuniorGradeTwoEnglishteachinginthevillageschool,theauthoralsoputsforwardcorrespondingwaystomotivatejuniorstudentstostudyEnglish.Bymeansofenforcingstudents’learningmotivation,theprocessesofteachingandlearningwilltendtowardsgreaterharmonyandunification,thusachievingthebestteachingresult.更多還原LearningStrategyandAcademicMotivationTraininginForeignLanguageLearninginGrade7:12、初一學(xué)生的外語(yǔ)學(xué)習(xí)成績(jī)與學(xué)習(xí)動(dòng)機(jī)水平3、外語(yǔ)學(xué)習(xí)策略訓(xùn)4【Abstract】Bythemethodofexperimentalintervention,learningstrategyandacademicmotivationtrainingstudyinforeignlanguagelearningwereprogrammedinfourclassesGrade7ofajuniormiddleschoolinthepresentstudy,inordertoinvestigatethelevelofacademicmotivationandtheuselearningstrategyinforeignlanguagelearninginGrade7,discusstheirrelationshipwithforeignlanguageachievement.Thenthetrainingeffectsonforeignlanguageachievementwereinvestigatedbylearningstrategyandacademicmotivationtraining.Thestudyshowedthat:1.ThedistributionofGradestudents’learningstrategywasnormal,inotherwords,moststudentshadaveragelearningstrategylevel,onlyafewstudentshadhighlearningstrategylevelorlowlearningstrategylevel.Thedistributionofacademicmotivationwasnegativeskewness,inotherwords,moststudentshadhighermotivationlevel.2.TheforeignlanguageachievementofGrade7studentshadsignificantpositivecorrelationwiththelevelofacademicmotivation.Theleveloflearningstrategyhadsignificantpositivecorrelationwiththelevelofacademicmotivation,too.Buttherewasnotsignificantpositivecorrelationbetweentheleveloflearningstrategyandthelevelofacademicmotivation.3.Learningstrategytrainingofforeignlanguagehavesignificanteffectontheleveloflearningstrategy,thelevelofacademicmotivationandforeignlanguageachievement.Academicmotivationtrainingofforeignlanguagehadsignificanteffectonthelevelofacademicmotivation,butnosignificanteffectontheleveloflearningstrategyandforeignlanguageachievement.Learningstrategytrainingandacademicmotivationtrainingofforeignlanguagetogetherhadsignificanteffectontheleveloflearningstrategy,thelevelofacademicmotivationandforeignlanguageachievement.4.Therelationshipmodelamonglearningstrategy,academicmotivationandforeignlanguageachievementwasbuiltbypathanalysis:thestudents’per-achievementanddelay-academicmotivationlevelcouldforecasttheirdelay-achievement;per-academicmotivationlevel,per-achievementanddelay-learningstrategylevelcouldforecasttheirdelay-academicmotivationlevel;whileper-learningstrategylevelcouldforecasttheirdelay-learningstrategylevel.更多還原【關(guān)鍵詞】學(xué)習(xí)策略；學(xué)習(xí)動(dòng)機(jī)；訓(xùn)練；外語(yǔ)學(xué)習(xí)成績(jī)；【Keywords】learningstrategy；academicmotivation；training；foreignlanguageachievement；英語(yǔ)學(xué)習(xí)成績(jī)欠佳學(xué)生的學(xué)習(xí)動(dòng)機(jī)調(diào)查AStudyofEnglishLearningMotivationofLessSuccessfulStudentsTremblay:GardnerLambertTrembleyDornyei200920720行訪(fǎng)談。筆者運(yùn)用SPSS14.0果。更多還原【Abstract】Learningmotivationhaslongbeenregardedasoneoftheessentialfactorsintheacquisitionofforeignlanguagelearning,andconsiderableempiricalstudieshavebeenconductedontheroleofmotivationbothathomeandabroad.AccordingtothemotivationtheoryofGardnerandTremblay,lotofempiricalresearcheshaveproventhatmotivationadrivingforcetoenhancetheforeignlanguagelearning.Motivationsareusuallyclassifiedasinstrumentalmotivation,integratedmotivation,intrinsicmotivationandextrinsicmotivation.Behaviorismandcognitivetheoryillustratethemeaningofmotivationfromthefieldofexpectancy-value,attribution,self-efficacyandself-determinationperspective.Inrecentyears,therearesomeinfluentialtheorymodelsinthefieldofforeignlanguagelearningmodel:LambertandGardnerSocial-educationalGardnerandExtendedL2motivationconstructandDornyei’sThree-levelmotivationTheory,etc.AlthoughtherearealotofempiricalinvestigationsaboutChineseundergraduates’Englishlearningmotivationatpresent,thestudyofEnglishlearningmotivationoflesssuccessfulstudentsishardlyhighlighted.Yet,itisthesestudentsneedthehelpfromteachersbadly.EnglishteachersshouldidentifytheirlearningmotivationandhelpthemunderstandthenecessityofEnglishlearning.Basedonthetheoriesonlearningmotivationandtheactualsituationofthesubjects,theauthorintendstoexplorethetypesofmotivationandthecorrelationbetweenthetypesofmotivationandtheirperformancebyquantitativeandqualitativeanalyses.Thestudyinvestigatesthetypesofmotivationamong207unsuccessfulstudentsinEnglishretakeclassesenrolledin2009inJiangsuUniversityofScienceandTechnologythroughquestionnaireand20ofthemareselectedrandomlytobeinterviewed.WiththehelpofthesoftSPSS,thedatawascomputedandemployedbythestatisticalanalysesoffactoranalysis(principalcomponentanalysiswithvarimaxrotation),descriptivestatisticsandcorrelationanalysis.Theresultssuggestthereareninetypesofmotivation:self-evaluation,personality,languagevalue,learningsituation,instrumentalmotivation,teachingandcurriculumvalue,culturalinfluence,personaldevelopmentandinterest(intrinsic)motivation.Instrumentalmotivationaffectsthestudentsmostlyandtheintrinsicmotivationistheminimumvariabletoaffectthestudents.Thereisasignificantcorrelationbetweenlanguagevalueandachievement;thereisaslightcorrelationbetweeninterest(intrinsic)motivation,personalityandachievement;thereisnocorrelationbetweenachievementandothertypesofmotivation.Interview,astheinstrumentofqualitativeresearch,complementsandexplainstheresultsofquantitativeindetail.Finally,theauthorproposessomeeffectivemethodsandmeasuresonhowtostimulatethelearningmotivation.Teachersaresupposedtoimproveteachingmethods,toestablishgoodrelationshipbetweenteachersandstudents,tochoosenovelandsuitablematerialsforstudentstomeetthestudents’needs.Meanwhile,teachersshouldtaketheresponsibilitytoenhanceself-confidence,topromoteautonomy,whichwillstimulatestudentstoimproveacademicperformanceinEnglishandachievethebestresultinteaching.更多還原【關(guān)鍵詞】工具型動(dòng)機(jī)；內(nèi)在動(dòng)機(jī)；動(dòng)機(jī)理論；英語(yǔ)學(xué)習(xí)；外語(yǔ)教學(xué)；【Keywordsinstrumentalmotivationintrinsicmotivationtheory；Englishlearning；foreignlanguageteaching；如何激發(fā)初中生的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)StimulatingEnglish-LearningMotivationofJuniorSchoolStudents摘要】學(xué)習(xí)動(dòng)機(jī)是語(yǔ)言學(xué)習(xí)諸個(gè)體因素中最具能動(dòng)性的因素之一。Gardner1950(AMTB)理論、自我決定理論和Dornyei【AbstractItiswellknownthatmotivationisoneofthekeyinfluencesonlanguagelearningsuccess.Motivationinfluencesattention,effort,persistence,thefrequencyofusinglearningstrategies,andtheirlearningachievement,etc.ThepioneerworkonmotivationstartedfromWallenceLambertandRobertGardner,whoseworkpowerfullybroughtmotivationalissuestotheattentionofsecondlanguagefield.Gardner’ssocial-educationaltheoryandassessmentmodel:AttitudeandMotivationTestBattery(AMTB)(1985)greatlyinfluencesthelaterstudy.Morerecently,researchershaveexpandedthetheoriesofmotivationtowideraspectsofnon-L2approacheslikegeneralpsychology,educationalpsychology,cognitivedevelopmentalandsocioculturalpsychology,andmovedthisresearchforward.InadditiontoGardner’ssocio-educationalmodel,thisthesisalsoreviewsthreeotherleadingtheories:expectancy-valuetheories,self-determinationtheory,andDornyei’sextendedframework.ThesetheorieswillformthetheoreticalbasisofthemotivationalvariableswhichinfluenceChinesejuniormiddleschoolstudents’learningbehavior.Secondlanguagelearning(SLL)motivationconsistsofthreecomponents:motivationorientation,motivationintensityandmotivationpersistence.Thesethreemotivationcomponentsco-exist.Onlybycombiningthelearningpurposes,theefforthemakesandtimehemaintainstheefforttogethercanwegetathoroughideaofthestudent’slearningmotivation.SLLmotivationisaffectedbyrathercomplicatedexternalandinternalfactors.Theextenthowstudentsaremotivatedvariouslydependsonindividuals.Butatpresent,mostoftheChinesecollegeEnglishteachersfailtopayenoughattentiontothesmotivationsandtheimportantmotivationalvariables.Moreover,evenifsomeofthemhaverealizedthesignificanceoflearningmotivation,andmayhaveappliedcertainmotivationalstrategiesoccasionallyinclass,veryfewofthemhaveintheirmindasystematicwayofimprovingmotivation.Givensuchconsideration,andbasedontheresearches,thisthesisprobesintoChinesejuniormiddleschoolstudents’motivationvariablesfromcognitive,contextualandeducationallevel.Here,onlythemajoronesthatinfluenceChinesejuniormiddleschoolmotivationaretakenintoconsideration.Fromthecognitiveperspective,thelearner’sattributions,anxiety,curiosity,self-efficacy,goalattainment,andsatisfactionleadtoindividualdifferenceinlearningmotivation;whereasfromthecontextualperspective,theneedofsociety,nationalandcollegelanguagepolicy,andparentalencouragementareallaffectingthelearner’smotivation.However,fromtheeducationallevel,thesyllabus,teachingmaterials,learningtasks,teachers,arethemaininfluentialvariables.Thenaquestionnaireisdesignedonthebasisofthesevariablesdetails.Thequestionnaire,whichIusedtoconductasurveyinsixclasses,servesasawaytoassessstudents’motivation.Theresultofthesurveyalsoprovidesevidencefortheframeworkwhichintendstohelpteacherstodevelopsystematicmotivationstrategiesforjuniormiddleschoolstudents.Theframeworkispracticalsinceitcoversthewholelearningprocess,especiallythestageofclassroomlearningwhereteachersexertthegreatestinfluence.Byunderstandingthemotivationvariablesthatactivatebehaviorandhavingtheknowledgeofmotivationalstrategies,teacherswillthenbeinabetterpositionindesigningandconductingtheirinstruction,improvingtheirteachingskills,andhelpingthestudentspromotepositivelearningmotivationssothattheycanstudyEnglishmoreefficiently.【關(guān)鍵詞】英語(yǔ)學(xué)習(xí)動(dòng)機(jī)；動(dòng)機(jī)策略；初中生；【Keywords】English-learningmotivation；motivationalstrategy；juniormiddleschoolstudents學(xué)習(xí)者個(gè)體差異與外語(yǔ)學(xué)習(xí)效能的相關(guān)性研究StudyonCorrelationbetweenIndividualDifferencesForeignLanguageLearningAchievements1.學(xué)習(xí)者的母語(yǔ)2.學(xué)習(xí)者的學(xué)習(xí)動(dòng)機(jī)與其外語(yǔ)學(xué)習(xí)效能呈正相120Gardner(ATMT,1988)102SPSS1.的語(yǔ)言學(xué)能方面體現(xiàn)出優(yōu)勢(shì)。另一方面,高分組在動(dòng)機(jī)及其各分變量上的均值均高于另兩組。更多還原【Abstract】Researchesoncharacteristicsofhigherachieversinforeignlanguagelearning,namely,individualdifferences(ID),playanimportantpartinthedevelopmentofforeignlanguageteaching.ThecurrentstudylaysemphasiscorrelationbetweenforeignlanguageachievementsandthetwoIDfactorsaslanguageaptitudeandmotivation.HerelanguageaptitudeisindexedbyL1proficiency,whichisaratherpotentialbutstablefactor;whilemotivationservesasasupplementaryfactorwhichisexternalandflexible.BasedonthedistinctforeignlanguagelearningsettingsinChina,writerconductedaquantitativeresearchontheeffectsofproficiencyandmotivationonforeignlanguageachievements.Theresearchhypothesesareasfollows:1.L1proficiencywillbepositivelycorrelatedwithhis/herforeignlanguagelearningachievements;thedegreeofcorrelationbetweenL1proficiencyandforeignlanguagelearningachievementswillremainunchangedthroughouttheprocessforeignlanguagedevelopment.2.Learner’smotivationwillbepositivelycorrelatedwithhis/herforeignlanguagelearningachievements;learner’smotivationalorientationwillmakeadifferencetoforeignlanguagelearningachievements.Atotalof120non-Englishmajorsophomoresandjuniorsfromthreeuniversities,actingasthesubjectsoftheresearch,participatedinthestudy.Thedatawerecollectedthroughquestionnaire,interviewsandobservations.ThequestionnaireincludeddemographicinformationofsubjectsandtheMotivationTest(adaptedfromGardner’sAMTB,1988).SPSS10.0wasadoptedtoprocessandanalyzethecollecteddata(altogether102validquestionnaires).Theresearchfollowsthefollowingprocedures:1.Thesubjectsweredividedintothreegroupsashigher,averageandlowergroupaccordingtotheirscoresonCET4.ComparisonofmeansindicatedthathigherachieversscoredhighestintermsofL1proficiencyandmotivation.Therefore,higherachieversdisplayedanadvantageintheaspectoflanguageaptitudeandmoreintensemotivation.2.Independentsampletestwasemployedtotestwhetherthedifferencesamongthethreegroupsweresignificant.TheresultsindicatedthatbothLIproficiency(languageaptitude)andmotivationcandistinguishsuccessfullanguagelearnersfromunsuccessfulones.3.TheresultsofcorrelationalanalysisindicatedthatbothLIproficiency(languageaptitude)andmotivationweresignificantlycorrelatedwithforeignlanguageachievements.Inaddition,throughcomparisonofthecorrelationcoefficients,thecorrelationbetweenLIproficiencyandforeignlanguageacquisitiondecreasedwiththeprogressofforeignlanguageproficiencybutincreasedwiththeprogressofLIproficiency.4.TheresultsofmultipleregressionshowedthatpriorEnglishproficiency(achievedupontheentranceofcollege)andLIprogresspossessedthestrongestpredictingpoweroftheforeignlanguageachievements,andnextcameto"desireinlearninglanguage"andmotivation.5.Furtherstudyonhigherachieverswasconductedthroughpairedt-test.TheresultsshowedthatwhetherstudentstakingINSO(instrumentalorientation)orINTO(integrativeorientation)didnotdisplaysignificantdifferencesintermsofforeignlanguageachievements.Thereforethetypesofmotivationcouldnotdecideforeignlanguageachievements.Throughinterviewswiththehigherachievers,theresultsofthequalitativeresearchalsosupportedthepointmentionedabove.Thetwohypotheseshavebeenconfirmedbytheresultsofthecollecteddataanalysis.Basedonthestudy,itissuggestedthatstudents’LIproficiencyshouldbecontinuouslyimprovedthereforetostrengthenthepositiveeffectsofLIonforeignlanguagelearningachievements;LItestshouldbearrangedintestsaimingtoselecttalentsatdifferentlevelstogetfullknowledgeofthetestees’linguisticcompetenceasawhole;inpracticalforeignlanguageteaching,LIproficiencyandmotivation,astwoIDfactorsdifferentinnature,shouldreasonablycombined:ontheonehand,motivatinginteresttowardslanguagelearning;ontheotherhand,learners’LIproficiencykeepprogressing.【關(guān)鍵詞】個(gè)體差異；語(yǔ)言學(xué)能；母語(yǔ)水平；動(dòng)機(jī)；外語(yǔ)學(xué)習(xí)效能；相關(guān)；【Keywordsindividualdifferenceslanguageaptitudeproficiency；motivation；foreignlanguagelearningachievementscorrelation；ASurveyandAnalysisofMiddleSchoolStudents’EnglishLearningMotivation摘要】新【Abstract】InNewEnglishCurriculumStandard,greatimportancehasbeenattachedtothestudents’emotionalattitudetraining.Trainingstudents’Englishinterestandmotivationisputatthefirstplace.Englishlearningmotivationisnotonlyoneofthemostdynamicfactorsinlanguagelearning,butalsoaveryimportantemotionaltoinfluencetheoutcomeofEnglishlearning.Ourpredecessorshavedonesomeresearchonthisissueandmadesomeachievementsworthyofourattention.Basedontheirstudies,andguidedbyavarietyofEnglishlearningmotivationtheories,thethesisintroducesthetheorybasis,definition,classification,effectofEnglishlearningmotivationandstudystateathomeandabroad.Thenitappliesquestionnaire,classroomobservationsandinterviewsmethods,andexploresthesituationofmiddleschoolEnglishlearningmotivation,thecharacteristicsanddifferencesofdifferenttypesofmiddleschoolstudents’Englishlearningmotivation,thechangeofmiddleschoolstudents’learningmotivationduringthespecificteachingprocessandmainfactorsthatinfluencethedevelopmentofmiddleschoolstudents’Englishlearningmotivation.Accordingtotheresults,thestudypresentssomestrategiesfromtheteacherandtheschoolthatcanfosterandmotivatemiddleschoolEnglishlearningmotivation,whichaimsatimprovingtheirEnglishachievement,andprovidingsomeenlightenmentfortotheschoolEnglishteaching.【關(guān)鍵詞】中學(xué)生；英語(yǔ)學(xué)習(xí)動(dòng)機(jī)；內(nèi)部動(dòng)機(jī)；外部動(dòng)機(jī)；【Keywords】middleschoolstudents；EnglishLearningmotivation；internalmotivation；externalmotivation非英語(yǔ)專(zhuān)業(yè)大學(xué)生的英語(yǔ)學(xué)習(xí)動(dòng)機(jī)與性別和成績(jī)的相關(guān)研究AStudyonRelationshipofNon-EnglishEFLLearningMotivationtoTheirGenderandLanguageProficiency摘要】學(xué)習(xí)動(dòng)機(jī)作為第二語(yǔ)言習(xí)得研究的一塊重要領(lǐng)域，一直以來(lái)Gardner(1985)的學(xué)習(xí)動(dòng)機(jī)量表，并結(jié)合190者能否對(duì)學(xué)生英語(yǔ)成績(jī)產(chǎn)生預(yù)測(cè)。調(diào)查數(shù)據(jù)輸入SPSS11.0t供了有益的啟示?；谌谌胄蛣?dòng)機(jī)和努力程度對(duì)學(xué)生學(xué)業(yè)成績(jī)的影Motivationisamainfieldofindividualdifferences(IDs)inSLAresearch.Itplaysasignificantroleinstudents’classroomperformanceanddecidestheamountofeffortstudentsexertinlanguagelearning.Previousresearchinthelastdecadeshasexaminedmotivationfromitsdefinition,classificationandmodelbuilding.ThoughsatisfyingresultshavebeenobtainedinidentifyingtherelationshipbetweenmotivationandotherfactorsinIDs,onlyafewresearchershaveexploredtheeffectofgenderdifferencesonlearningmotivation.Thecontributionofmotivationtolearners’languageproficiency(LP)varieswithlanguagelearningsettings.stilluncertainhowwellmotivationmightpredictLPintheChinesecontext.Thisthesisextendsthepreviousstudies,tryingtoachievethefollowingpurposes:(1)tohaveaunderstandingofreasonsforlearningEnglishandtheireffortspaidinthislearningprocess,(2)toexploretheeffectofgenderdifferencesonlearners’motivationtypes(MT)andmotivationalintensity(MI),and(3)tofindtheMTandMI’spredictivepoweronlearners’LP.Thisstudywascarriedoutamong190non-EnglishmajorstudentsfromfourdepartmentsJiangxiNormalUniversity.AlanguagelearningmotivationquestionnairewasconstructedbasedonGardner(1985)toexaminestudents’responseson19itemsrelatedtoMTandMI.CET-4pre-testresultwastakenasthecriteriontomeasurestudents’languageproficiency.Descriptivestatistics,t-test,PearsoncorrelationcoefficientandmultiplelinearregressionanalysisinSPSS11.0forwindowswereemployedtoanalyzethedata.TheresultsofthestudyshowthatstudentsholdstrongerinstrumentalreasonstowardsEnglishlearning,whichissimilarwiththetraditionalviewthatinstrumentalmotivationismorecharacteristicofEFLlearners.However,inconsistentwiththepreviousfindings,instrumentalmotivationcausesnoeffectonstudensMIandLP.Languageproficiency,correlatedsignificantlywithintegrativemotivationand【關(guān)鍵詞】工具型動(dòng)機(jī)；融入型動(dòng)機(jī)；努力程度；性別；【Keywords】instrumentalmotivation；integrativemotivation；motivationalintensity；genderdifferences大學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)與課堂教學(xué)CollegeStudents’MotivationforEnglish-LearningandItsImplicationsinClassroomTeaching摘要】心理學(xué)家通過(guò)研究動(dòng)機(jī)來(lái)了解人們的思維和行為方式。而在屬GardenerLambertGardenerLambertDrneyBrownAbstractPsychologistsstudymotivationtounderstandwhypeoplethinkandbehaveastheydo.Contemporarymotivationtheoriesappeartobeinanexcitingstateofflux,withvariousmultipleperspectivesbeingincreasinglyrecognizedandpursued.Accordingtothemainprinciplesofexpectancy-valuetheories,motivationtoperformvarioustasksistheproductoftwokeyfactors:theindividual’sexpectancyofsuccessinagiventaskandthevaluetheindividualattachestosuccessonthattask.Goaltheoriesassertthathumanactioniscausedbypurpose,andeffortwillleadtosuccess.Self-determinationtheorymainlydealswithintrinsicandextrinsicmotivations.Socialpsychologicaltheoriesassumethatattitudesexertadirectiveinfluencebehavior.Literatureonsecond/foreignlanguagelearningmotivationisextensive.Themostinfluentialworkinthefieldhasbeenthesocio-educationalmodelofGardnerandLambertandtheirassociates.Themodelhasmainlyfocusedontwomotivesforlearningasecondorforeignlanguage:theintegrativemotive,whichoccurswhenthelearnerswishestobecomeamemberofthetargetculturalcommunityandidentifywiththecultureofthesecondlanguage(L2),andthelearnersshoulddevelopapositiveattitudetowardsthelanguagelearningsituation,andtheinstrumentalmotive,whichoccurswhenthesgoalsforlearningL2areforpragmatic,utilitarianbenefitsoflanguageproficiency,suchasabetterjoborpassingacertaintest.However,theintegrative-instrumentalapproachisnotadequateforallcontexts,especiallyfortheforeignlanguageclassroom-teaching.Inthe1990s,anumberofwriterstriedtobroadenthetheoreticalperspectiveandresearchbasetoincorporatedifferentapproachestomotivationineducation.DorneyputforwardaprocessmodelofL2motivation.Brown(1994)proposedtheintrinsic-extrinsiccontinuuminmotivationasasimpleframeworkfortheexplicationofconscious,motivatedlanguagelearningbehavior,drawingattentiontothepromotionofmotivationinsecondandforeignlanguageclassroom.【關(guān)鍵詞】動(dòng)機(jī)；；；；；【Keywords】motivation；motivationalstrategies；autonomy-learningself-evaluationintrinsicandextrinsicmotivation；中國(guó)大學(xué)生價(jià)值觀(guān)在英語(yǔ)學(xué)習(xí)動(dòng)機(jī)激發(fā)中的作用研究TheRoleofChineseValuesinMotivatingCollegeStudents’EnglishLearninginChina摘要】動(dòng)機(jī)是影響外語(yǔ)學(xué)習(xí)者學(xué)習(xí)成效的重要因素之一。它決定外5234采用了SPSS5觀(guān)轉(zhuǎn)換成積極的價(jià)值觀(guān)。更多還原【Abstract】Motivationisoneofthekeyfactorswhichinfluencetheachievementofforeignlanguagelearners,foritdetermineshowcommittedaforeignlanguagelearneristothelearningandhowactiveheorsheisinalllearningprocesses.Foreignlanguageteachingeducatorsandresearchers,bothhomeandabroad,havefoundmanyfactorsthatcaninfluencemotivation,mainlyincludingtheinternalones,suchasone’sattitude,interestandvaluesetc,andtheexternalones,suchasteachingmethodologyandtheselectionofteachingmaterialsetc.Otherresearcheshavealsobeendoneoncertainstrategiesandapproachesaboutlearningmotivationbasedonthecareervaluesofcollegestudents.However,therearefewresearchesdoneonthegenerationoflearningmotivationfromtheperspectiveofChinesevaluesofcollegestudents.ThisthesisattemptstoexploretheroleofChinesevaluesinmotivatingChinesecollegestudentsintheirlearningofEnglishthroughtheinvestigationofChinesecollegestudents’valuesandtheirrelatednesstoEnglishlanguagelearning.Valuesaretheofculture,whichcandirectlyinfluencecognition,process,resultsandwayofbehaviorofindividuals.Unquestionably,thesurveyofthevaluesofcollegestudentsplaysanessentialroleastheeconomyandthesocietyadvancerapidly.OnthebasisoftheexplorationoftheChinesecollegestudents’values,thethesisputsforwardsomespecificapproachestostrengtheningEnglishlearningmotivationwhichwouldbeofconstructivesignificanceincollegeEnglishteaching.ThethesiscombinesthequantitativemethodwiththequalitativemethodtoinvestigatetheChinesecollegestudents’understandingofandidentificationwithChinesevalues,taking234non-Englishmajorsfrom5universitiesassubjects.ThedescriptiveanalysisgivenbySPSS11.5wasemployedtodealwiththedatacollectedfromthequestionnaire.Therefore,onthebasisoftheresultsofinvestigationandtheexperienceofworkingacollegeEnglishteacherformanyyears,theauthorputsforwardfivepracticalandspecificteachingmethodstohighlymotivatecollegestudentsintheirlearningofEnglish,includingdesignofactivities,designofteachingmaterials,designofvocabulary,designofstudents’assignments,andtheturningofnegativevaluesintopositiveones.價(jià)值觀(guān)；；【KeywordscollegestudentsvalueslearningmotivationofEnglishstimulation；論影響英語(yǔ)學(xué)習(xí)動(dòng)機(jī)