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It has been mentioned in the introduction that there are both positive and negative forcesexerting the influence on ongoing student behaviors. Past research has typicallyconceptualized a “motive，’ as a kind of “inducement，，，without much being said about“negative” motives. There are only a few studies abroad and at home, this chapter will givesome review on these studies.它已经在介绍中提到，有正面和负面的力量施加影响正在进行的学生行为。过去的研究通常概念化“的动机，”作为一种“诱因，没有太多的”负面“的动机表示。有在国内外只有少数的研究，本章将给出一些评论这些研究。

1.1 Previous Studies on Demotivation Abroad
失去动力的第一项研究如何老师在课堂上的不良行为可能会影响学生的学习动机亏缺的教学通讯领域由哥尔罕和他的同事。后来，钱伯斯首次进入该领域的外国语言失去动力的概念引入，学者像牛津，Domye，潮田在这方面做了一些调查。失去动力的深入研究，重点OFTHE研究已经转变从欧洲转移到亚洲。Christophel和Gorham（1995年）进行了两个不同的调查失去动力，在这期间，采用定性和定量的方法，并得到了一致的结果，几乎“失去动力的来源，三分之二相关教师，那是什么，老师做了，一直负责导致湖的动机。负老师的行为被视为重要的学生失去动力。戈勒姆Christophel在他们的研究还提出了一个等级秩序的频率不同的动机，可以投入5类：第一类是学生的不满分级和分配;第二类是教师被无聊，无组织的和毫无准备的学科领域学生的反感第三类，第四类是劣质教材组织和最后一类是老师难以接近，以自我为中心的，偏颇，居高临下和侮辱。
The first research of demotivation was made by Gorham and his colleagues on how theteacher's misbehaviors in the classroom may influence the student's learning motivation inthe field of instructional communication. Later, Chambers first introduces the concept ofdemotivation into the field of foreign language, and scholars like Oxford, Domye, Ushiodaalso made some investigations in this area. With the deep study of demotivation, the focus ofthe research has been transformed from Europe to Asia.Christophel and Gorham (1995) carried out two different investigations of demotivation,during which both qualitative and quantitative methods are used，and got a consistent resultthat almost "two-thirds of the sources of demotivation were related to teachers, that is，whatthe teacher had done or had been responsible for cause the lake of motivation. Negativeteacher behaviors were considered as important to students' demotivation. Gorham andChristophel in their studies also presented a rank order of the frequency of various demotives,which can be put into five categories: the first category is student's dissatisfaction withgrading and assignments; the second category is that teachers are bored，unorganized andunprepared; the third category is the student's dislike of the subject area; the fourth categoryis the inferior organization of the teaching material; and the last category is that the teacherbeing unapproachable, self-centered, biased, condescending and insulting.
In order to find out the reason why most pupils dislike L2 lessons，Chambers(1993) senta questionnaire to 191 pupils who are nine years old from four schools in Leeds, at the sametime，7 teachers also filled in the questionnaire. The investigation from the teachers show that,there are four characteristics of the demotivated pupils: (1) they paid less effort and time onlearning a L2; (2) they lack a belief in own capability; (3) they deny the use of learning a L2;(4) they break classroom principle，interrupt other students and shout out. It seems that theteachers attributed various reasons of demotivation which are almost related to the studentsthemselves. But the investigation among the pupils shows completely different results，although their reasons also varied, including attitudes towards L2 learning, learning environment and so on, they see the teachers' role as the biggest reason to demotivate them.Rebecca Oxford (1998) carried out a content analysis of essays written by about 250high school本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。