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ofEnglish learning. There are several factors which can influence students' Englishlearning, among those factors motivation is the most significant one.Therefore, the study of L2 learning motivation has started since 1970s. There aremany theories and researches on this so far. However, there are few researches on aspecific group of learners. As mentioned before, there is a special group of male Englishlearners in junior middle school. Most of them can study well and get good scores intheir science subjects, such as physics, chemistry, mathematics and etc. But they can'tget 汪 good achievement on their English learning. Most of these students are fed up withlearning English and likely to give up learning it.
This paper mainly studies on those male low achievers' English learningmotivations. The total scores of these students in their final exams always fall behindthe others because of their poor English score. This paper is going to talk about thecharacteristics of the male low achievers' English learning motivations and find out theeffective strategies to stimulate their motivation so that teachers in junior middle schoolwill have some References on the ways to foster the male low-achievers' Englishlearning motivation, and the low achievers can make a big progress on their Englishstudy. If these male low achievers get some progress on their English learning, they willdefinitely build up their confidence on learning it and pay more efforts into it.

Chapter1 Literature Review

Numerous studies and experiments on students learning have illustrated thatmotivation is a key to learning. Many scholars have put forward their definition andcategorization on learning motivation, in this chapter different schools of secondlanguage learning motivation will be presented.

2.1 Researches on Learning Motivation in L2
Due to the variety of learning motivation, there are different schools of motivationtheory. Weiner acclaims that there are two major streams of motivation theory: thecognitive school theory and the behavioral school theory.According to Weiner, Behaviorists hold the belief that learning motivations haverelations with stimulus, punishments, reinforcements and demonstrations. That is to say，teachers should use reinforcements, punishments to reinforce or weaken some behaviors.Behaviorists emphasize the function of extrinsic motivation. On the contrary, thecognitive theory suggests that learning motivation is based on people's thoughts.Human's behaviors are not decided by whether they can get awards or not but decidedby their thoughts. Cognitive theory emphasizes the function of intrinsic motivation.

Chapter 3 Theoretical Foundations of this Research ..........18-26
    3.1 Self-efficacy.......... 18-20
    3.2 Learned Helplessness.......... 20-21
    3.3 Attribution..........21-23
    3.4 Self-worth Theory.......... 23-26
Chapter 4 Research Methodology and Results.......... 26-36
    4.1 Methodology ..........26-28
        4.1.1 Research Question.......... 26
        4.1.2 Participants..........26
        4.1.3 Instruments.......... 26-27
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