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o on. TheSyllabus guides the English teaching for non-English major postgraduates. It has beenabout 20 years since the enforcement of the Syllabus. There have been about 400 articlesand papers about the English teaching for the Non-English Major Postgraduates. Theresearches focus on mainly the following points: Postgraduate English education has its own distinct features as a further extension ofundergraduate English education. It aims at training students’ practical competenceeffectively at a higher level. So it should highlight the practical application. Wang Yaping(1995) advocated the C-R-P teaching model (C stands for Linguistic competence, R forreflection, P for professional competence). Ban Rongxue (1999) pointed out that theEnglish teaching for the Non-English Major Postgraduates should focus on thedevelopment of students’ communicative ability. While Xie Shaohua (1999) put forwardthe Multi-Dimension Teaching Mode which is composed of four sub-systems: Eclecticteaching method, teaching process system method, open teaching method andexamination method. Yan Ling (2005) introduced the Genre-Based Literacy Pedagogywhich first rose in Australia 1970s and got its promotion, and now is popular in Europeand the United States as a teaching model.
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2.2 Related studies of learning motivation fornon-English major postgraduates
From the 1970s, many researchers in the field of second or foreign languagelearning who were about to shift their focuses from the research on the teachers andteaching to the students and learning process. During this process, the learner’smotivation was considered to be one of the most important factors which affected theacademic performance. Due to the differences of age, state of mind, social experience,learning initiative, non-English major postgraduate students are different from theundergraduate students, especially in English learning motivation. Analyzing thenon-English major postgraduates’ motivation can help teachers to understand thestudents’mind station and improve the teacher’s teaching efficiency.
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Chapter 3 Theoretical Framework........20
3.1 CALLTheory ....20
3.1.1 The origin of CALL....20
3.1.2 The development of CALL.....21
3.1.3 The features and advantages of CALL........21
3.1.4 The problems of CALL in language teaching practice.....22
3.2 Language learning motivation theory........23
3.2.1 Influential factors on motivation........25
Chapter 4 Research Methodology .........28
4.1 Research subjects.....28
4.2 Research design.......28
4.2.1 Research instruments........28
4.2.2 The reliability of the pro-test and post-test questionnaires.....29
4.2.2.1 The contents of the pro-test and post-test questionnaires .........30
4.2.3 Instructional methods .......33
4.3 Date collection and analysis......34
4.4 Research questions........35
Chapter 5 Results Analysis and Discussion ......36
5.1 Results of the pre-test........36
5.2 Results of the post-test.......51
5.3 Interview....60
5.4 Analysis of the situation of multimedia teaching.........61
5.5 Implications.....62

Chapter 5 Results Analysis and Discussion

5.1 Results of the pre-test
In this part, there include the analysis of control group and experimental group inpre-test, the ove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。