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This chapter presents the research background of this study, including previous andpresent research about motivation and new policies and studies about fee-free normalstudents, which is followed by the presentation of the significance of the research andresearch questions. The last part in this chapter is the structure of the thesis.本章介绍了本研究的研究背景，包括以前的动力和新的政策和研究有关费免费师范生，这是其次，张梅梅问题研究的意义的介绍，展现研究。在本章的最后部分是论文的结构。

1.1 Research Background
This part presents the research background of this study, where studies of motivationand information about fee-free normal students are discussed.本部分介绍本研究的研究背景，动机和信息费免费师范生的研究讨论。

1.1.1 Motivation
在相当长的时间内，它被认为学习者的智力在学业成就方面发挥最重要的作用，但因为“非智力因素”是第一次提到由WP亚历山大（1935）在他的文章中：D.韦克斯勒（1950）在文章中认知，意动，智能和非智力的研究差分Tmits，然后进一步探讨，研究人员已经把他们的注意力败诉智力因素发挥的作用的研究。
For quite a long time, it was believed that learners' intelligence played the mostsignificant role in their academic achievement, but since the term "non-intellectivefactors' was first mentioned by W.P. Alexander (1935) in his article Intelligence’Concrete and Abstract: A Study of Differential Tmits, and was then further exploredby D. Wechsler (1950) in the article Cognitive, Conative, and Non-intellectiveIntelligence, researchers have turned their attention to the study on the role that thenon-intellective factors play. In the narrow sense, non-intellective factors includemotivation, interest，emotion, will, character, even moral qualities and so on, amongwhich, motivation has received the most concern from researchers, especially those inthe field of foreign language learning who believe that motivation is one of the learnerfactors that are crucial to language learning (Stern, 1999).Some researches (Gardner and Lambert, 1972; Dornyei? 1998; Gass and Selinker,2008) have shown that a learner's motivation can greatly influence his or herachievement in foreign language learning. Gardner and Lambert (1972) point out thatmotivational factors can affect learners' language achievement even more stronglythan the aptitude effect ； Dornyei also emphasizes the importance of motivation bysaying "without sufficient motivation, even individuals with the most remarkableabilities cannot accomplish long-term goals, and neither are appropriate curricula andgood teaching enough on their own to ensure student achievement” (1998: 117).Motivation is frequently used to account for differential success in second languagelearning and many studies have provided evidence that learners who are stronglymotivated will learn a foreign language faster and better than those who are not (Gassand Selinker, 2008).
As the research on motivation develops, “FL motivation research moved to thecognitive-situated period, which drew on cognitive theories in EducationalPsychology.” (Mills, Pajares and Herron, 2007: 418). Bandura (1977) presents hisconcept of self-efficacy and mentions the influence that self-efficacy beliefs have onone's motivation in his social cognition theory, “Motivation, which is primarilyconcerned with activation and persistence of behavior, is also partly rooted incognitive activities. The capacity to represent future consequences in thought providesone cognitively based source of motivation. Through cognitive representation offuture outcomes individuals can generate current motivators of behavior?” (Bandura,1977: 193). Another theory that has important implicatio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。