摘 要

人类的行为都有一定的动机。英语学习也是一种行为，同样有它的动机。动机是激发维持并使个体行为指向特定目标的一种力量,对个体的行为具有激励作用。学习动机是促进人类学习的内在驱动力。本文旨在借助Deci 和 Ryan 的自我决定理论来探讨高中生英语学习的动机。本文从动机理论层面，以高中生英语学习为例，结合英语课程改革现状，分析高中生英语学习动机，从内外因层面探究其原因，总结归纳适用于高中生英语学习的学习策略及其相应的教学策略。

本文分三个部分。第一部分绪论, 简述动机理论，指明本文借助 E-Deci and Ryan的自我决定理论来研究高中生的英语学习动机。第二部分是论证, 包括五个方面。首先介绍动机的定义，其次介绍自我决定理论，然后分析内部动机与外部动机，接着分析和思考高中英语教学的现状和存在的问题，最后根据动机理论提出相关策略。第三部分是结论。

关键词: 动机；英语学习；英语教学；自我决定理论；学习策略；教学策略

Contents

1.Introduction ----------------------------------------------------------------------------------1

2.Demonstration -------------------------------------------------------------------------------2

2.1 The definition of motivation ------------------------------------------------------------2

2.2 Theories of Learners’Motivation -------------------------------------------------------3

2.3 Classifications of motivation -----------------------------------------------------------4

2.3.1 Intrinsic motivation ------------------------------------------------------------------4

2.3.2 Extrinsic motivation ------------------------------------------------------------------5

2.4 Analysis of senior high school students’ learning motivation -----------------------5

2.4.1 Present situation of students’ motivation ---------------------------------------------6

2.4.2 Causes leading to the present situation -----------------------------------------------7

2.4.3 Factors Influencing Students’ English Learning Motivation ---------------------7

2.4.3.1Intrinsic factors ----------------------------------------------------------------------7

2.4.3.2 Extrinsic factors --------------------------------------------------------------------9

2.5 The Inspiration of Theories of Learners’Motivation for Promoting Senior High School Students’s English Learning Motivation ------------------------------------------10

2.5.1.1Learning strategies --------------------------------------------------------------------10

2.5.1.2Teaching strategies --------------------------------------------------------------------11

3. Conclusion -----------------------------------------------------------------------------------12

Works Cited ------------------------------------------------------------------------------------14

Bibliography------------------------------------------------------------------------------------17

A Study of Senior High School Students’ English Learning Motivation from the Perspective of Motivation Theory

1. Introduction

There are many factors which influence the foreign language learning, while motivation is one of the most important factors. Scholars probe into motivation and motivation theories through different angles. “In 1959 Gardner and Lambert came up with social-educational model from the perspective of social psychology”(Elçin Ölmezer Öztürk, 2012). Afterwards, Maslow added new ideas to motivations. He researched on motivation theories through humanistic point of view and put forward hierarchy of needs theory in 1970. And motivation theories are in constant development, for example E-Deci and Ryan’s self-determination theory, Dornyei’s motivational framework of L2 and so on.

All of these motivation theories had helped our national scholars carry out the relevant researches. At home, linguists have researched the motivation theories since 1980s. They have experienced from translating foreign classic theories, such as: Psychological Linguistics of Gui Shichun, Foreign Educational Psychology of Zhang Qianzhong, and Appropriate Psychological Linguistics of Wang Chuming, etc, to having their own views. And after 1990s scholars like Wang Chuming, who summarized the relationships between cognitive emotion and learning demands, have devoted to the study of the emotional learning factors of language learners. And nowadays, it’s still popular to apply motivation theories to English teaching which establishes new linkages between English teaching and motivation theories.