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Survey on English Learning Motivation in Vocational School

Author: ZuoLi
Tutor: BaiBin
School: Liaoning Normal University
Course: Subject Teaching
Keywords: Motivation English learning Learning effect
CLC: G442
Type: Master's thesis
Year: 2005
Downloads: 450
Quote: 3
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Abstract


With the development of cultural exchanges in the world, the importance of foreign language learning to receive more attention. Emotional factors in education more and more academic attention. Motivation as one of the emotional factors affecting language learning, and over the years has been subject to the attention of the researchers. Gardner and Lambert foreign language learning motivation into instrumental motivation (instrumental motivation) and integrative motivation (integrative motivation). Another classification method motivation into intrinsic motivation (intrinsic motivation) and extrinsic motivation (of extrinsic motivation). In addition, there are long-term the motivation (long-term motivation), short-term motives (short-term motivation), achievement motivation (achievement motivation). Whatever motives, are foreign language learning success have a major impact. Of vocational school where young children English professional 78 students for the object, the end of the fourth semester English grades for classification based on small-scale survey of secondary school students learning English motivation. The survey results show that: 1) the vast majority of vocational school students' English learning motivation are instrumental motivation or certificate motive, 2) the success of English learners have intrinsic motivation, and 3) most of the unsuccessful English learners with external motivation. 4) the success of English learners and unsuccessful English learners in English language learning to spend time did not differ significantly. Social constructivist theory humanistic, cognitive theory, constructivism and social interaction theory. It emphasizes respect for the students' personal feelings and personal needs, emphasize personal meaning learning, including cognitive and emotional Holistic Education. From the theory of social constructivism, in accordance with the M. William R. Burden motivational model and the findings of the three stages of vocational school students' English learning motivation. Describes the reasons for its formation. The eight educational countermeasures based on: 1) to understand the motivation comprehensive. 2) to stimulate interest in learning. 3) the establishment of a school for the purpose of language learning environment. 4) an act of continuous is the result of the combination of the variety motivation. 5) to play the role of teachers. 6) to help students set goals and to give effective feedback. 7) the establishment of personal self-confidence. 8) provide credible language materials.

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