高中英语课堂中四种阅读前活动动机激发效果研究.pdf

A Study on the M otivational E ffect of Four Pre-reading A ctiv ities in Sen ior H igh E nglish R eading C lass Z h ao S h ao w e i A T h e sis S u b m itte d in P artia l F u lfillm en t of the R equirem ents for the D egree of M a ste r o f E d u c a tio n E nglish E ducation T ianjin N orm al U niversity M ay 20 12 A b str a c t O ne of the m ost intrigu ing questions in instructed language learning research is w hy som e students are m ore successful than others in learning a foreign language in the classroom . In the pursu it of the answ er to th is question, second language acquisition researchers have identified that successful language learners have a large reservoir of m otivation, w h ich allow s them to persist w hen confronted w ith difficulties during this long and not alw ays sm ooth process of language acqu isition. A nd the developm ent of the SD T theory and the Process M odel m ake it possib le to investigate m otivation on the task level. T he E nglish reading class as a sign ificant part of instructed teaching has a priority in m otivation research and w hat can teachers do to m otivate students to read in E nglish class? Som e research on reading m otivation points to successful m ethods and techn iques based on w h ich a universal teaching practice is recognized for teachers to m otivate students using pre-reading activ ities. H ow ev er, in th eir efforts to m o tiv ate stu den ts to read, teach ers o ften do not realize that different instructional m ethods actually have different m otivational effect on students. T his paper tested the m otivational effects of four typ ically used pre-reading activities