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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2022-08-25编辑:vicky点击率:1240
论文字数:44522论文编号:org202208142208182232语种:英语 English地区:中国价格:$ 66
关键词:初中英语教学论文
摘要:本文是一篇初中英语教学论文,本文研究结果表明,经常使用MRS的初中生比不经常使用MRS的初中生更有可能取得更高的学习成绩。掌握自我对话、兴趣提高和自我效能感提高与内在动机相关,内在动机可以显著预测初中生的学习成绩。而只有表现自我对话和自我奖励与外部动机相关,这可以显著预测初中生的学习成绩。
Chapter Two Literature Review
2.1 Related Definitions
In this part, some important and representative definitions will be presented. Firstly, the definitions of motivation will be reviewed, and then defining of L2 Learning motivation will be reviewed.
2.1.1 Definitions of Motivation
Motivation, is becoming more and more momentous, and influences English learners in the process of language learning. About the definitions of motivational regulation strategies, different scholars have various opinions and ideas.
Gardner & Lambert (1972) presented two types of motivations: instrumental motivation and intermediary motivation. Instrumental motivation means that the purpose of learners was to learn a language and achieve a certain goal like finding a good job. Intermediary motivation means learners have known something about knowledge in a certain field because of their interests.
Atkinson (1974) divided motivations into two types. One was extrinsic motivation, and the other was intrinsic motivation. Extrinsic motivation refers to other external factors related to learning activities. Take external pressure as an example, teachers asked learners for good scores, so learners had to finish every tasks that teachers required. Intrinsic motivation means that learners voluntarily loved learning without enforcement.
2.2 Motivational Regulation Strategies
In this part, some important and representative definitions and classifications will be presented. Firstly, the definitions of MRS will be reviewed, and then the Classifications of MRS will be reviewed.
2.2.1 Definitions of MRS
Motivational regulation strategies (MRS), different researchers have proposed different definitions. Motivational regulation strategy can be regarded as a process. Through regulating their own motivation and willingness, learners can be encouraged to some extent, so that learners can also consciously or unconsciously complete specific activities and tasks. However, due to external or internal conditions were changed by some factors in the English learning process, students’ motivation may increase or decrease, or even disappear. Therefore, English learners should adopt some strategies to maintain and improve their English learning status.
After investigate college and senior high school students, Wolters (1999) found that motivational regulation strategies included many behaviors and methods, which can let learners typically use to maintain or increase effort during English learning. For example, their own emotions, behaviors, methods and strategies can improve and maintain their state in a certain situation. These results have gaine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。