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　　1.1 Research Background研究背景
　　With the fast progress of globalization, there have been more and more exchanges between China andthe outside world. Consequently, the fever of learning English which has lasted for decades is still underway. However, some students have difficulties in achieving the requirement set by the curriculum, eitherfor the lack of effective learning strategies or the lack of interest, and as a result, they may gradually losethe enthusiasm to learn English. On the other hand, the development of the social Psychology, educationalpsychology and cognitive psychology have shed more light on language teaching and learning. Such asituation has led more and more scholars and English teachers to pay more attention to the study of learningmotivations.The foreign language teaching is a very complex procedure. The motivation determines the level ofconsciousness, the enthusiasm, the tendentiousness and the selectivity. It is the psychological factor thatpromotes the results of the English language learning of the students. It is also the proper power of thestudents to keep their learning much longer and the precondition for the students to study English well. Thepsychologists researched that the function of the learning motivation is to arouse, keep, strengthen andadjust the attitude to the English study.The New English Course Standard for Senior High School was promulgated in the April of 2003. It isvery dissimilar to the previous one. The teaching targets and contents of the new curriculum reform ask thestudents to be provided with a spirit of innovation and the ability of practice. The students should have thebasic knowledge, skills and methods which can make themselves adapt to the lifelong learning. Itemphasizes that the senior high school students should form the active learning attitude. In addition,students should play the role of subjective status and the teachers play the leading role in English languageteaching (ELT) in accordance with the New Curriculum Standards.Motivation is one of the most important individual factors that affect the English language learning(ELL) and teaching in junior high school (Zhang Ying 2008). Since the 1980s, there have been threeresearch areas of the motivation in the foreign language teaching and learning. First, people introduced theforeign theories of motivation and probed into the meanings of these theories. Second, they used the way ofempirical studies and factor analysis. And the motivation has been classified in different types. Experts alsoresearched the relationship between motivation and the other factors, such as the relationship betweenself-identification and motivation, the effortful behavior and the motivation, https://www.51lunwen.org/gaozhongyingyu/ the FLL and motivation and soon. Although there have been some researches about the motivation of the senior high school students athome, it is still necessary to discuss the topic of motivation as the qualities of the students are different indifferent schools and different areas in our country. In other words, we need to carry out more case studiesto know better about the motivation of the no wadays’ students.

　　
　　1.2 Motivation and Objectives目标和动机
　　The New English Curriculum Standards was published which is very d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。