2.2.1 Classroom Tasks7
2.2.2 Evaluation..8
Chapter Three: Methodology..9
3.1 Research Questions9
3.2 Participants.9
3.3 Instruments.9
3.3.1 The Questionnaire Research 9
3.3.2 Classroom Observation.10
3.4 Research Procedures..10
Chapter Four: Results And Discussion..12
4.1 Analysis and Discussion of Questionnaire.12
4.2 Analysis and Discussion of Classroom Observation..19
4.2.1 Task Types.19
4.2.2 Form of the Activities....19
4.2.3 Learning Evaluation...20
Chapter Five: Conclusion..21
5.1 Major Findings.21
5.2 Implications of the Research22
5.3 Limitations22
REFERENCES23
APPENDIX I....25
APPENDIX II...26
CHAPTER ONE INTRODUCTION
1.1 Significance of the Study
Motivation is one of the most important elements in students’ English learning. It is related to students’ mastery of English knowledge. In Chinese, we often say “I want to learn” and “I have to learn”. These two sentences can be regarded as criterion to distinguish students with or without learning motivation. In primary school, stimulating students’ learning motivation is fundamental to improve their enthusiasm of English learning and enhance the effectiveness of English teaching in class. Through the study, teachers can know the different types of learning motivation and the influence of these factors on students’ learning behavior in classroom teaching.
1.2 Research Background
Nowadays, student’s learning methods have changed a lot. People all pay attention to enabling students to form the initial comprehensive language ability. Teachers should promote not only student’s intellectual development, but also cultural awareness. Integrated use of language ability is based on language skills, language knowledge, emotion and attitude, learning strategies and sense of culture. Emotional attitude plays a key role in promoting student’s learning. Attitude refers to interest, confidence, motivation, determination and other related factors. Keeping a positive attitude is the key to learning English. Teachers should stimulate students’ learning interest and try to help them convert it into motivation to learn English better and more efficiently.
Currently, students learn English from early grades. At the first, they will show great freshness and desire to English learning. In English class, they will be active in participating in class activities. Maybe the process is difficult, but their passion is the best. However, students’ interest gradually faded with the growth of time of learning English. Also, their willingness to participate in the different class activities is reduced with the rise of the grade. Learning English become a burden or pressure for some less competent students and they may be passive in learning. They often rely on the teacher and don’t take measures to manage their learning actively, their awareness of the importance of class participation is not enough. This phenomenon will seriously affect teacher’s class teaching and students’ learning effect and achievement. Teachers should stimulate student’s learning motivation.
In recent years, there are a lot of relevant studies on learner motivation. But it lacks motivation strategies in primary school English class teaching. So, the author will use questionnaire and classroom observation to find out different learning motivation in second language acquisition and to know the effects of relevant factors to class activity participation.
1.3 Overall Structure 小学英语课堂参与活动的学习动机调查(2):http://www.751com.cn/yingyu/lunwen_50780.html