FromMotivationtoLearningStrategy_AStudyontheRespectiveRolesofIntrinsicandExtrinsicMotivationonLearningStrategy.docx

FromMotivationtoLearningStrategy:AStudyontheRespectiveRolesofIntrinsicandExtrinsicMotivationonLearningStrategyinChineseEFLClassroominsecondarySchool.AbstractWiththeincreasingpositionofEnglishasaninternationallanguage,ChineseEFL!earnersstartedtorealizetheimportanceofEnglish.Ontheotheraspect,EnglishisstillacompulsorycourseinmostprimaryschoolsandsecondaryschoolsinChina,whichmadesomelearnersbeforcedtolearnEnglish.Asaresult,themotivationofthe!earnersiscomplexwhichmighthaveinfluenceontheirL2strategyuse.Thisstudyaimstofindouttherespectiverolesofintrinsicandextrinsicmotivationonlanguagelearningstrategiesandtheteachers,roleinthesetwoareasofstudyintheexam-basedEFLclassroominaChinesesecondarySchool.Astudywithaquestionnaireandfollow-upinterviewisconductedtoachievethisgoal.Theresultsshowthatinsuchacontext,extrinsicmotivation,especiallytheexamination,hasstrongerrelationwithlearningstrategyandarenormallyrelatedtoshort-termandhigh-efficientlearningstrategywhileintrinsicmotivationismoreassociatedwithlong-termandinterest-basedstrategies.Implicationsontheteachers,roleinmotivationandlearningstrategyusearediscussed.AcknowledgementsIwouldliketothankmyresearchparticipants,whowelcomedmeintotheirtheatregroupandkindlyallowedmetorecordtheirrehearsals.Iamalsosincerelygratefultomysupervisor,Dr.MadeleineCampbell,forherinvaluablefeedbackandsupportthroughouttheprocessofwritingTableofContentsAbstract1Acknowledgements21. Introduction51.1 .Studycontextandrationale51.2 Learningmotivationandlanguageeducation61.3 Researchaims82. Literaturereview92.1 theGardnerianparadigm92.2 alternativeconceptualizationsofL2motivation132.2.1 theL2MSS132.2.2 .1Relationview162.3 investment182.4 EnglisheducationinChina203. Methodology223.1 .Researchaimsandquestions223.2 Surveymethodanddatacollectionprocess223.3 Procedureanddataanalysis233.4 Ethics233.5 Researchvalidity243.6 limit244. ResultsandDiscussion254.1 Analysisofsurveyresults254.1.1 Asurveyofstudents'personalmotivationinsecondlanguagelearning254.1.2 Efficacysurveyofsecondlanguagelearningstrategies264.1.3 Targetorientationofstudents274.1.4 Attributionofstudentstopreviousacademicsuccessorfailure294.1.5 Themediatingroleofteachersinstudents'learning304.2 Analysisanddiscussionofpre-testandpost-test314.3 Analysisofresearchresults354.3.1 RQ1:Whatmotivationalfactorsaffectsecondlanguagelearningstrategies?354.3.2 RQ2:Whatareasofinvestmentcanoptimizesecondlanguagelearningstrategies?355.Conclusion405.1 Conclusionofthedissertation405.2 Researchobjectivesandquestions405.3 Summaryofresultsanddiscussion415.4 Resultsofappliedresearch415.5 LimitationsandRecommendations42Bibliography43Appendix I: QuestionnaireSurvey48Appendix II: Analysistableofquestionnairesurveyresults50X.Introduction1.1 .StudycontextandrationaleThe21stcenturyisaninformationage,andEnglishisthemainmediatoolforthecommunicationofinformationandtechnologyintheworld.LearningEnglishhasbecomeoneofthebasicrequirementsfortalentsinthe21stcentury.Ontheonehand,withtheimprovementofEnglishstatusasaninternationallanguage,ChineseEnglishlearnersbegintorealizetheimportanceofEnglish.Ontheotherhand,EnglishisstillacompulsorycourseinmostprimaryandsecondaryschoolsinChina,whichforcessomelearnerstolearnEnglish.Therefore,themotivationandinvestmentofasecondlanguagelearnerisverycomplex.PeopleoftenlinkthesuccessOfEnglishlearningwithlearners'learningmotivation.AsDornyei&Ushioda(2009),afamouseducationalpsychologist,oncepointedout,nTherelationshipbetweenmotivationandlearningisatypicalcomplementaryrelationship,ratherthanaone-wayrelationship."Teachersintheactualteachingprocess,parentsintheeducationandsupervisionofchildren'slearning,howtostimulateandmaintaintheirMotivationinEnglishlearning?ThisinvolvestheinfluencingfactorsofmiddleschoolEnglishlearningmotivation.Onlybyfindingouttheexactinfluencingfactorsofstudents'Englishlearningmotivation,canweputforwardthecorrespondingstimulatingstrategies,soastoprovideguidanceforfutureteachingpractice.Intheprocessoflearningasecondlanguage,students1thinkingisgraduallymatureandtheiremotionalstabilityisgraduallyimproved.Especially,theyarefacedwithgreatpressureofenteringschool,whichmakesthemhaveaclearerunderstandingoflearningandmayhavemorecharacteristicsinmotivationdevelopment(Domyei,Z.&Ushioda,E.,2009).Inrecentyears,mostoftherelevantstudiesconductedintheworldfocusoncollegestudents'Englishlearning,andfewoftheminvolvethemotivationofmiddleschoolstudents*Englishlearning.Therefore,intheresearch,weneedtocomprehensivelyconsiderthestudents'socialandculturalbackground,knowledgebackground,livingenvironmentandlearningatmosphere.Wecannotdirectlyapplytheseresearchresultstoanalyzethemiddleschoolstudents*Englishlearningmotivation.ltisofgreattheoreticalandpracticalsignificancetoinvestigatemiddleschoolstudents*Englishlearningmotivationtypes,understandtheircausesandanalyzerelevantinfluencingfactors.1.2 WhenIwasanundergraduate,Ipartici