在英语教学中激发大学生的学习动机 毕业论文.doc

2. Literature Review 2.1 Motivational studies from abroad There are a large number of researches on whether motivation affects foreign language learning. Among the researchers, Gardner＆Lambert (1972) identified that motivation is of great importance to successful language acquisition. According to them, effort，desire to learn，and satisfaction with the task are the three main elements essential to identify the degree of motivation in language learning. D?rnyei(1994)put it further with the cognitive factors of the learning motivation and he also did the experiment which was based on a state of foreign language teaching classroom. He put forward those L2 learners at the following three levels: the language, learner, and the learning situation. Apart from these, there are other researches showing the relationships between motivation and other possible considerations such as attitudes, learning habits, anxiety, and teachers. For instances, Matthew, P. (1997) tried to find out the effects of authentic language materials on motivation. He turned to classroom observation, and then he got that authentic language materials can promote motivation through his research. 2.2 Domestic studies about motivation China began its study of language learning motivation in the 1980s, at that time, the term motivation could only be found in chapters or sections in some monographs about psychology of learning (Gui, 1985, 1991). Some academic journals in the field of foreign language teaching in China revealed that only one author (Zheng, 1987) used the word motivation in the title of his research paper. Until 1990s, many more researches began to concern with motivation as more and more people had realized globalization and there was a popularity of foreign language learning among Chinese people. The earliest experimental research was done by Gui Shichun(1986) who centered on learning motivation, learning environments, attitudes toward learning situations and learning styles．The result