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Chapter Three Methodology ................. 33

3.1 Research Questions ....................... 33

3.2 Research Participants ....................... 34

3.3 Research Instruments .............................. 35

Chapter Four Results and Discussion ........................ 48

4.1 The Motivational Orientation of the Observed English Class .................... 48

4.2 The Attitudes of the Underachievers and the English Teacher to the English Class and the English Learning .............. 51

4.3 The Current Situation of English Underachievers’ Learning Motivation in Pengshan High School .................. 55

Chapter Five Conclusion ................................ 66

5.1 Summary of Major Findings ........................ 66

5.2 Pedagogical Implications ............................ 68

5.3 Limitation of the Study ....................... 71

Chapter Four  Results and Discussion

4.1 The Motivational Orientation of the Observed English Class

Firstly, the results of classroom observation indicate that the observed class is a low-motivational class. The conclusion is drawn from an obvious point, that is, the learners’ behavior the author observed in the English class for 10 periods, shown in the Table 4.1 below. Which is the general situation of learners’ motivational behavior out of 10 periods’ classroom observations. 

In light of Table 4.1, students in the 10 periods of English lessons rarely engaged in the class actively and earnestly with less than one-third of the class possess eager volunteering. Even though the teacher encouraged students to think over a certain questions and raise hands to answer the question on their own initiative, with hortatory and encouraging instruction, such as “Does anyone want to share your thoughts with us? Please feel free to raise your hand.”, “Have a go! Give it a shot!”, there were very few students raised their hands. And the author noticed a few students whispered the answer in a hidden way that was not easy for the teacher to perceive in an inclusive class. In most cases, the teacher nominates students to answer the question, and the nomination often be confined to certain fixed students, which would let the students who whisper the answer down if they were not asked to share their thoughts. And for class participation, there were only half the students involved themselves into class, following the teaching instruction, and other half the students seem to be distracted to different extents. 

Chapter Five  Conclusion

5.1 Summary of Major Findings

By using the methods of questionnaire, interview and classroom observation, the present study analyzes the general characteristics of learning motivation of 10th grade English underachievers, in term of different academic achievements and genders. Further, based on the Dornyei’s three-level motivation framework, a experiment on teaching the underachieving students is conducted. 

Firstly, for the first research question, the research results reveal that the overall English learning motivat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。