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rested only in test-related tasks, and reluctant to take an active part in classroom activities. The thesis sets out to explore students’ motivation in English learning, thereby increase the effectiveness in English. At the beginning of the thesis, we need to understand the definition and the types of motivation in English learning; secondly, what factors will influence motivation, different motivation would cause different effectiveness; thirdly, the survey will show the relationship between motivation and effectiveness; at last, a lot of suggestions that we can practice in English learning. The purpose of this thesis is help students to correct their motivation and improve the effectiveness in English.

 Part Ⅱ. Understanding Motivation  了解动机

2.1 Definition of Motivation
As the theories of Psychology have changed, the concept of foreign language learning motivation has passed through a number of different interpretations. The significance of motivation in foreign language learning has been widely recognized by most researchers and language teachers, according to many researchers to be mentioned below, there are so many definitions of motivation. This diversity of definition reveals the difficulty of defining motivation in clear and simple terms.
For a long time research on the motivation in the field of foreign language learning was strongly influenced by Gardner and Lambert. Gardner and Lambert (1972) define “motivation” as the persistence shown by the learner in striving for a goal. More specifically, human beings universally have desires or needs that are more or less innate.
Williams and Burden (2000) present a definition of motivation on the basis of the extensive literature. They define it as follows:
Motivation may be construed as a state of cognitive and emotional arousal, which leads to a conscious decision to act, and which gives rise to a period of sustained intellectual and/or physical effort in order to attain a previously set goal.
This definition is essentially cognitive, but fits within a social constructivist framework. It is clear from this that motivation occurs as a result of a combination of different influences. Some of these are internal, such as an interest in the activity or a wish to succeed. Others are external, for example, the influence of other people. This internal-external distinction is one that has played a significant part in many current theories of motivation.
In fact, research on motivation in foreign language learning has been heavily influenced by the work of Gardner and his associates. According to Gardner (1985), motivation involves four aspects: a goal, effortful behavior, and a desire to attain the goal and favorable attitudes towards the activity in question. He proposes that motivation is influenced by two orientations to language learning—integrative orientation and instrumental orientation. Integrative reasons are defined as those that indicate an interest in learning the language in order to meet and communicate with members of the second language community. Instrumental reasons refer to those reasons, which stress the pragmatic aspects of learning the second language, without any particular interest in communicating with the second language community.
Thus, whereas “orientation” refers to the underlying reasons for studying a second language, “mot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。