本书旨在探讨动态动机模型对高校英语高、中、低水平学生的外语学习动机、语言学习和学业成绩的影响。设置实验组 (动态动机教学模式) 和对照组 (传统教学方式) 进行一学期教学实验, 然后定量研究 (动机性问卷、两次口语测试和两次笔试) 和定性研究 (学生两次自我报告), 观察两组间是否存在显著性差异。由此得出: 动态动机教学模式下的学生表现出更强的英语学习动机; 学生喜欢这种学习氛围, 变得更加自信; 实验组在接受性知识 (阅读、听力) 上取得了与对照组相同的成绩, 但在产出性知识 (口语、翻译、写作) 上, 成绩远远优于对照组。最后, 书稿提出了动态动机教学模式在外语教学中应用的启示、局限性和建议。
Chapter 1 Introduction
1.1 Background of the Study
1.2 Rationale
1.3 Research Questions
1.4 Research Objectives
1.5 Theoretical Framework
1.6 Scope of the Study
1.7 Definitions of Terms
1.8 Significance of the Study
1.9 Organization of the Study
Chapter 2 Review of Related Literature
2.1 Literature Review of Motivation
2.2 The Production-Oriented Approach
2.3 Collaborative Learning
2.4 Multimodality and Multimodal Teaching
2.5 The Literature Review of Teaching Model
2.6 The Summary of Literature Review
Chapter 3 Research Methodology
3.1 Research Design
3.2 Population and Sample
3.3 Research Instrument
3.4 Developing a Dynamic Motivational Teaching Model
3.5 Collection of Data
3.6 Data Analysis
Chapter 4 Research Findings
4.1 Effects of the Motivational Teaching Model on the EFL Learners' Motivation
4.2 Students' Self-Reports
4.3 The Result of Proficiency Tests
4.4 Effects of Motivational Teaching Model on High/Medium/ Low Achievers
4.5 Summary
Chapter 5 Conclusion, Discussion, and Recommendation
5.1 Research Summary
5.2 Discussion of the Overall Findings
5.3 Pedagogical Implications
5.4 Limitations and Recommendations
5.5 Conclusion
References
Appendices
Appendix A The Chinese Version of the L2 Motivation Questionnaire (L2MQ)
Appendix B The English Version of the L2 Motivational Questionnaire (L2MQ) (in Categories)
Appendix C Instruction for Students' Self-Reports
Appendix D Written Test Paper
Appendix E Oral Test
Appendix F Scoring Criterion for Writing and Translation in Written Test Paper
Appendix G A Model Teaching Plan for the Experimental Group
Appendix H A Model Teaching Plan for the Control Group
Acknowledgements
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