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1.1 Background of the Study
学习语言的目的是找出因素影响语言学习和寻求战略，帮助学习进度。几十年前，对外语学习研究研究大多关注等外部因素的aslearning风格和方法。然而，近年来，越来越多的人已经意识到，应更加注重学习者自己的学习。因此，许多学习者的个体差异的研究已经进行了。这是众所周知的，有些人是在外语学习中比别人更成功。许多研究人员和教师都对这一现象感兴趣的发现，不同能力水平的学习者的语言学习，他们的有效状态和一些一般因素，如年龄，智力，语言能力倾向，学习风格，动机和irbeliefs的影响认知风格。这些研究有助于解释为什么有些学习者掌握一门外语更迅速，而有些人认为这困难的时候，耗时的过程。
Language learning aims at finding out factors that affect language learning andseeking strategies that help learners' progress. Several decades ago, research onforeign language learning researches mostly concerns with external factors such aslearning styles and methods. However, in recent years more and more people haverealized that the study of learner himself should be paid more attention to. Therefore,many researches on learners' individual differences have been carried out.It is well known that some people are more successful than others in foreignlanguage learning. Many researchers and teachers are interested in this phenomenonand have found that learners of different proficiency levels are influenced by theirbeliefs on language learning, their effective states and a number of general factorssuch as age, intelligence, language aptitude, learning style, motivation and cognitivestyle. These studies help explain why some learners acquire a foreign language morequickly, while others think it a difficult time-consuming process.
Among the factors mentioned above, motivation has been widely accepted byboth teachers and researchers as one of the key factors that influence the rate andsuccess of second or foreign language learning (Ellis, 1994).According to Ellis (1994), motivation is one of the influential factors thatdetermine the success of second language learning. Motivation plays an importantrole in initiating language learning, determining language choice and energizing thelanguage learning process. Owing to the important role that motivation plays inSecond Language Acquisition (SLA), many studies (e.g., Gardner, 1985; Gardner &Lambert, 1972; Gardner & Maclntyre, 1991; Domyei, 1994, 2005) have beenconducted to investigate its nature and role in language learning process since the late1950s. Gardner & Lambert's (1972) study, which conducted in Canada, is the mostfamous one among these studies. Gardner proposes his famous two types ofmotivation. They are respectively integrative motivation and instrumental motivation.He has had a most important influence in the western research about language learning motivation and his dichotomy of motivation has been taken as a startingpoint in much subsequent work in the area. In the past three decades, a large amountof work following Gardner's social-psychological model has been done in order toinvestigate second language (L2) learning motivation
.Deci & Ryan (1985) classify motivation into two types. They are respectivelyextrinsic motivation and intrinsic motivation. Domyei puts forward his famous 3-levelmodel of L2 learning. Since 1990， a lot of researchers have attempted to add manynew theories into the field of L2 motivation research. Therefore, studies with multipleperspectives including neurobiology, behaviorism, psychology, cognition, and socialconstructivism have been carried out to explore the nature of motivation.In China, L2 motivation research starts comparatively late. This is partly due tothe misunderstanding of some Chinese researchers who take it for granted that thecontr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。