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北 京 师 范 大 学
硕士研究生学位论文开题报告
论 文 题 目An Action Reseaeveloped a good habit of learning. It is found by the author that most students (about 70%) demotivated to learn English after a few months since they became junior school students owing to several reasons. In class, most of them seldom actively participated in teaching activities or answered questions. After class, they seldom listened to English. Because they have invested so little effort to learn English, they could not understand, read or speak English. For them, learning English is only a frustrating experience which made them encounter failures again and again. In English class, they always got nervous and felt embarrassed because their own disappointing performance. As a result, they lost interest, confidence in learning English. They even thought that English is awful because this subject only brought them embarrassment, sadness, a feeling of nervous or scared, but no sense of achievement at all, and some of them even hate the subject. They lacked learning motivation. Motivation can be divided in two broad categories, Extrinsic motivation and intrinsic motivation. ( Paul. E& Don K, 2005) Extrinsic motivation is the motivation to engage in an activity as a means to an end, whereas intrinsic motivation is the motivation to be involved in an activity for its own sake. (Pintrich & Schunk, 2002).
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Obviously, facing such group of totally demotivated students, to improve their intrinsic motivation, with which the students will feel interested and happy in learning English and would like to invest effort to learn English, becomes the core of the author’s teaching focus.
Literature review.
Motivation.
Recent decades witnessed many researches on motivation of L2 learning at home and aboard. First, Gardener and Lambert and Gardner's work on the social psychology of language learning in the biling