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1、本科毕业论文（设计）正文题目 ：英语专业学生学习英语口语的动机 Motivation in Oral English Learning ofEnglish Majors 学 院 外国语学院专 业 英 语班 级 英语09丙学 号 0991510313学 生 姓 名 指 导 教 师 二一三 年 五 月AcknowledgementsI am extremely grateful to three groups of people, without whose help and support this paper can not be completed successfully.First of
2、 all, my special gratitude goes to my supervisors Professor Miss. Yang Fan by virtue of their precious suggestions and comments on this thesis. Their attitudes in academic researches set a perfect example for me, and their energy during my process of writing paper help me finish my paper.Secondly, I
3、 want to express my heartfelt thanks to all my teachers in foreign language college, all the staff in libraries at Xiasha. Due to their generous help and permissions can I successfully collect my raw materials and acquire what I need for my paper.Last but not least, I owe my deepest thanks to my par
4、ents during my process of growing up. Thank you!英语专业学生学习英语口语的动机摘要：动机在二语学习中起着非常重要的作用，很多研究表明积极的动机取向会推动二语学习。近年来，学生的英语口语表达能力越来越差。作为英语专业的学生，在英语口语方面的能力也不比其他学生好。本文通过问卷和访谈的方式，对该课题进行了调查，了解他们的学习动机并进行分析，从而为更高效的教学提供依据。调查显示：英语专业学生学习英语口语的工具型动机高于综合型动机。很少有学生对口语有兴趣。因此教师应该在教学中重点培养学生兴趣及针对学生工具型动机设置课程。关键词：英语专业；口语；动机Moti
5、vation in oral English Learning of English MajorsAbstract: motivation plays an important role in second language, many researches have shown that a positive motivation can promote the learning of second language, thus leading to succeed. Recently, students ability in oral English has decreased a lot
6、. For English majors, they are not better than other students in oral English. This research surveyed the motivation in oral English of English majors through questionnaires and interviews, hoping to provide some materials for more efficient class teaching. The results show English majors motivation
7、 in learning oral English tend to be more instrumental than integral. There are four kinds of instrumental motivations among English majors: passing exams; finding a good job; going abroad and talking with foreigners. They have little interest in learning oral English. According to the results, teac
8、hers should pay much attention to the cultivation of students interest in oral English learning and design courses in accordance with students instrumental motivations.Key words: English majors; oral English; motivation CONTENTS1. Introduction 11.1 Background of This Study 11.2 Current Situation and
9、 the Significance of This Research. 1.2. Literature Review. 22.1 Some Important Theory of Motivation in Second Language Acquisition. 22.2 Motivation of Non-English Majors in Oral English Learning. 22.3 Researches on Motivation of Students in English Listening. 32.4 Researches on Motivation of Studen
10、ts in English Reading 42.5 Researches on Motivation of English Writing 53. Methods for Research.63.1 Research subject.63.2 Methods for Research.63.3 Results .63.4 Conclusion94.The Reason for Lacking of Motivation.104.1 Most classes are teacher-centered.104.2 The examinations focus on written test.10
11、4.3 The psychology of individuals 115. Suggestions.11 5.1 Change the Class Mode115.2 Transform the Form of Examinations125.3 Present Chances for Students to Speak.12.6. Conclusion126.1 Achievements.126.2 Limitations.137. Appendix.14References.16Motivation in Oral English Learning of English Majors1.
12、 Introduction1.1 The background of this study It has been a certain fact that English is a must tool for surviving in the society. Today, a great number of students also know the importance of English. They spend a lot of time learning English at the aim of obtaining a high score. However, they lear
13、n English just for the sake of passing exams instead of improving themselves. It is common in China that many students enter for those English training classes at the expense of much money. Those classes are often very hot in China because they tend to teach students some strategies to pass the exam
14、s. Chinese students often choose to learn English for a short time before the tests by using some testing strategies. In addition, students in China pay a lot attention to the words reciting, listening and reading. They often have a word list with many words on the paper, requiring themselves to rem
15、ember some words per day. Besides, they take much time on reading comprehension and listening because these parts are the vital ones in an examination in China. Once they have got high scores in these parts, they can win the test. Thats the reason why they leave little time for speaking English. Las
16、t but not least, Chinese people tend to be introversive. They do not like speaking, let alone speaking in public. So these days Chinese students ability in speaking English is so poor. And it is the same among English majors. 1.2 Current situationBy now, a lot of researches have been done on motivat
17、ion. Some scholars have learnt non-English majors motivation in oral English learning. Some have studied students motivation in English listening. Some others researched students motivation in English reading. Others have learnt students motivation in English writing. But few have studied the motiva
18、tion in oral English learning of English majors. In China, many students are good at reading, listening and writing English but dont know how to speak English well. This phenomenon is also common among English majors. Although English majors are much better than other students in reading, writing an
19、d listening English, English majors dont show much interest in oral English learning. Thats partly the reason for lots of the English majors less capable of speak English. Thus it is important to find out their motivations, why they have little interest in learning oral English and how to promote th
20、eir learning in oral English. This research will find out these answers through questionnaires and interviews among English majors of Zhejiang Gongshang University.2. Literature Review2.1 Some Important Theories of Motivation in Second Language LearningAs English has played a more and more important
21、 role in various aspects of the world, English teaching has become even more significant in China. In Chinas urban education, English has been an essential part of course designing for quite a long time. In Chinas modern educational program, English teaching is always the focus point. Having a good
22、command of English has become the basic skill for surviving in the world. However, most Chinese students lack of motivation in English learning. A great number of researches of motivation in English learning have been done both at home and abroad.The most influential theory of motivation in second o
23、r foreign language learning is put forward by Gardner and Lambert(1972), they divided the motivation into two parts: namely integrative motivation and instrumental motivation. The former one refers to the eager for integrating into the culture of target language while the latter one means the benefi
24、ts brought about by learning the target language (Gass&Selinker,2001).In addition, Brown(1981) divided motivation into three categories: group motivation, situational motivation and task motivation. The first one refers to the general attitudes towards oral English learning; the second refers to the
25、 different motivation between learners of natural acquisition and learners in classroom. The last one refers to the motivation of a certain, specific task.Besides, Dornyer proposed Three Level Framework on the basis of myriad researches for many years. Three Level Framework consists of language leve
26、l, learner level together with learning situation level. The language level emphasizes the orientations and motivations related to various aspects of L2, such as the culture, the community, and the potential usefulness of the language. The learner level has something to do with individual personalit
27、y. It involves a complex of affects and cognitions which form fairly stable personal traits. The situation level contains three areas. They are course-specific motivational component, teacher-specific motivational component, and group-specific motivational component. Currently, there are different t
28、ypes of researches of motivation:2.2 Motivation of non-English majors in oral English learning. Some scholars, such as Bian Shaohui(2009) adopted the method of major component analysis to survey the motivation of non-English majors in oral English learning by questionnaires. The results show that th
29、ere are four main types of motivation among these students: the first one, increasing the opportunity for employment; the second one, obtaining some correlative certificates, such as TOFEL, Business English Certificate the third one, exchanging with foreigners and practicing by using English; the fo
30、urth one, going abroad. Among them, the proportion of increasing the opportunity is the highest, the proportion of obtaining some relevant certificates is lower than the first one, the ratio of exchanging with foreigners and practicing by using English is lower than the second one, and the last one
31、is the lowest. That is to say, instrumental motivation is higher than integrative motivation. In addition, some other scholars, for instance, Mo Minying(2009) made a questionnaire on the basis of the theory propose by Gardner and Lambert, finding that among non-English majors, instrumental and integ
32、rative motivation are coexisting, sometimes Reciprocal transformation. But the role of instrumental motivation is palpable than integrative motivation in prompting students to learn English. Mo Minying also found in the report that motivation could directly influence the effects of study; students w
33、ho possess different motivations have different enthusiasm for study. Tang Wenli found in his research in 2005 that most of the students had intense motivation for Oral English learning, but they showed their overt utility, such as passing exams, talking with foreigners or going abroad. That is to s
34、ay, students have more instrumental motivation than integrative motivation.2.3 Researches on motivation of students in English listeningListening is quite important, and is difficult for students to learn. Many scholars have done researches on motivation of students in listening English. Some schola
35、rs find that different motivations have tremendous influence on students learning effects and different motivations have something to do with their background and needs. Li Wei(2010) believes that students have a clear purpose of learning listening English, such as going abroad, obtaining certificat
36、es which is regarded as instrumental motivation. Few students learn listening English in order to improve their own ability, which can be referred to as integrative motivation. And some others learn it for the purpose of surviving and improving social status, thats the coexistence of instrumental mo
37、tivation and integrative motivation. Chang Shuli(2010) points out that students have higher instrumental motivation than integrative motivation. Here the instrumental motivation refers to the interchanging with foreigners, finding a good job and dealing with all kings of exams. But half of the stude
38、nts in the research want to exchange with foreigners, though it is regarded as instrumental motivation, students can get a better understanding of the culture and people of the target language. So it has some characteristics of integrative motivation. Only 8% of the students in the research really l
39、ike listening English. They have interest in learning listening English. It can be called integrative motivation. Chang Shuli suggests that schools should pay more attention to the cultivation of interest to better improve students learning ability, teachers shall also emphasize the importance of mo
40、tivation to students. Liu Xiaojuan(2010) finds that vast majority of students learn English just for the sake of passing exams, one thirds of students learn listening English in order to have a talk with foreigners, a few students are on the purpose of improving their own English level. In her repor
41、t, Liu Xiaojuan shows her worry for Chinas present teaching situation. She thinks the statistics of students learn listening English in order to improve their own ability showed in her research is too low, for only one students have interest in listening English itself. She insists that it is crucia
42、l for teachers to guide, nurture and improve students interest in learning listening English, also schools should have some courses to help students to have various motivation of learning listening English, instead of just for passing exams or getting certificates.2.4 Researches on motivation of stu
43、dents in English readingReading is an important skill to catch knowledge and information. It is also one of the most basic skills which every student should have. However, some students find reading so difficult that they have little interest and motivation in reading class. Ellis(1982) once put for
44、word three kinds of reading models: for seeking fun, for deepen understanding, for getting information. Some other scholars believe that there are other reading motivations, such as instrumental motivation and enjoyment motivation (Yuan Yongfang, Research on Motivation of English Reading of universi
45、ty students). Enjoyment motivation, in Yuan Yongfangs view is the motivation of getting information as well as seeking fun. Through questionnaires, Yuan Yongfang finds that university students have an intense motivation of reading English in general, but the degree of motivation is related to studen
46、ts own reading ability. Yuan Yongfang did research on students general reading motivation and enjoyment /instrumental motivation. The results show that most of the students have high motivation of reading English although they have various different motivations. Moreover, on the research of students
47、 comprehensive and instrumental motivation, she finds that the enjoyment motivation is much lower than instrumental motivation. Still, students pay a lot of attention to passing exams, finding a decent job or obtaining certificates which are considered to be instrumental motivation. In addition, Duanmu Qingy
