摘要：动机是影响学习者成败与否的重要因素之一。在过去的几十年中,国内外的探讨者对动机的探讨领域进行探讨并且提出了不同的见解。但是以往的探讨有着两个方面的不足。首先,大量的探讨都将重点放在了对积极因素的探讨上,却忽略了影响动机行为的消极因素,而这些因素往往是导致学习者学习动机降低的关键,阻止了动机行为的存续。其次,以往的探讨过多地将动机看作是静态的概念,但是以这个角度来探讨影响动机行为的因素往往是不建全面的,因为动机行为是随着时间的转变而转变的,某一个或者几个因素很难解释学习者的动机变化的理由。由此,作者认为有必要以时间变化的角度来探讨学习者动机衰退的理由,找出在不同阶段,影响动机行为的因素有何不同,以而为教师和学习者自身提供一个比较全面的保持和激发学习动机的对策框架。本探讨利用定量探讨,以问卷的形式来调查受试者在不同动机行为阶段的动机水平和动机影响因素。通过将所收集到的三个阶段的数据输入SPSS软件,并进行数据浅析,作者得出以下结论：受试者在前动机阶段,体现出了极大的动机水平,由于受试者在高中阶段所学的外语是英语,他们有着一定的英语基础,由此,刚进入大学,在选择日语的同时,他们对英语学习仍然有着浓厚的兴趣和极大的自信心,并且为自己设置了学习英语的目标。但是,随着时间的推移,所有的重心都转移到了日语学习上,老师更加关注学生的日语学习成绩,班级里英语学习气氛被浓厚的日语学习气氛所取代,废弃的目标导致英语学习的自主性降低,种种的一切都导致受试者在动机阶段英语学习动机的衰竭；在后动机阶段,由于受试者完全进入了以日语学习为主的状态,英语学习的动机进一步减弱,英语学习停滞不前,但是他们的英语基础能力并未由此而降低,作者认为通过相应的对策,受试者的英语学习动机仍然能够被重新激发,并针对不同的动机阶段的特点,提出了一些解决的案例。关键词：去动机论文动机历程论文英语学习论文动机对策论文
本论文由www.808so.comAbstract2-4
摘要4-7
Introduction7-10
Chapter One Literature Review10-14
1.1 Previous Studies on Demotivation Abroad10-12
1.2 Previous Studies on Demotivation at Home12-14
Chapter Two Theoretical Framework14-23
2.1 Definitions of Motivation and Demotivation14-15
2.2 Motivation Theories in L2 Learning15-19
2.2.1 Maslow's Needing Hierarchy Theory and Need of Self-actuapzation in Demotivation15-16
2.2.2 Expectancy-value theory and Low Expectancy in Demotivation16-17
2.2.3 Self-efficacy Theory and Reduced Self-confidence in Demotivation17
2.2.4 Causal Attribution Theory and Inappropriate Attribution in Demotivation17-18
2.2.5 Goal theories and Zero Goapn Demotivation18
2.2.6 Self-determination theory and Little Interest in Demotivation18-19
2.2.7 Dornyei's extended three-level motivational model19
2.2.8 Schumann' neurobiological model19
2.3 Process Models in L2 Motivation19-23
2.3.1 Heckhasen and Kuhl's action control model20
2.3.2 Dornyei and Otto's process model of L2 motivation20-23
Chapter Three Research Design23-26
3.1 Research Questions23
3.2 Research Method23-26
3.2.1 Subjects23
3.2.2 Instruments23-24
3.2.3 Procedure24
3.2.4 Data Collection24-25
3.2.5 Tools for Analysis25-26
Chapter Four Results and Discussions26-43
4.1 Results from MI Questionnaire26-29
4.1.1 Descriptive Statistics abont Motivation Intensity in preactional phase26-27
4.1.2 Descriptive Statistics about Motivation Intensity in Actional Phase27-28
4.1.3 Descriptive Statistics about Motivation Intensity in Post-actional Phase28
4.1.4 Comparative Analysis of the Three Phases28-29
4.1.5 Classification of Students in Motivation Inensity29
4.2 Results from Factor Analysis Questionnaire29-35
4.2.1 The Supposed Factors and Classifucation30-33
4.2.2 Descriptive Statistics on the Six Factors in Each Phase33-35
4.3 Comparison Analysis of Demotivational Factors between Demotivated andNon-demotivated Students35-43
4.3.1 ANOVA Test Between Pre-actional Phase and Actional Phase35-38
4.3.2 ANOVA Test between Actional Phase and Post-actional Phase38-43
Chapter Five Motivational Strategies in Three Phases43-51
5.1 Generating Initial Motivation in the Pre-actional Phase43-45
5.2 Maintaining and Protecting Motivation in the Actional Phase45-48
5.3 Encouraging Positive Self-evaluation in the Postactional Phase48
5.4 Creating a comfortable learning environment48-51
Conclusion51-52
Acknowledgements52-53
Bibpography53-57
Appendix57-60
作者介绍60
攻读硕士期间的探讨成果60-61
试议动机非英语英语学习去动机动态学术
更新时间：2024-02-05
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