| Abstract in Chinese | 第1-6页 |
| Abstract in English | 第6-8页 |
| Acknowledgments | 第8-9页 |
| Table of Contents | 第9-12页 |
| Chapter 1 Introduction | 第12-15页 |
| ·Background of the Research | 第12-13页 |
| ·Significance of the Research | 第13-15页 |
| Chapter 2 Literature Review | 第15-56页 |
| ·Definition of Motivation | 第15-18页 |
| ·The Classification of Motivation.and Its Function | 第18-24页 |
| ·Instrumental,Integrative,and Assimilative Motivation | 第18-20页 |
| ·Intrinsic and Extrinsic Motivation | 第20-22页 |
| ·Social Group Identification | 第22-23页 |
| ·Short-term Motivation and Long-term Motivation | 第23页 |
| ·Achievement Motivation | 第23页 |
| ·Resultative Motivation | 第23-24页 |
| ·Some Theories on Motivation | 第24-33页 |
| ·Bio-behavioral Theories on Motivation | 第24-27页 |
| ·Cognitive Theories on Motivation | 第27-30页 |
| ·Attribution Theory | 第27-29页 |
| ·Self-Efficacy Theory | 第29页 |
| ·Self-Determination Theory on Motivation | 第29-30页 |
| ·A Social Constructive Perspective on Motivation | 第30-33页 |
| ·Motivation in Foreign and Second Language Learning | 第33-55页 |
| ·Gardner's Socio-Educational Model | 第33-35页 |
| ·Domyei's Three-Level Categorization | 第35-36页 |
| ·Motivation in Action:A Process Model of L2 Motivation | 第36-55页 |
| ·'Choice' and 'Executive' Motivation | 第37-38页 |
| ·The Temporal Dimension of Motivation | 第38页 |
| ·Motivation in Action:A Process Model of L2 Motivation | 第38-55页 |
| ·Action Sequence | 第38-42页 |
| ·Motivational Influences on the Different Action Phase of the Model | 第42-55页 |
| ·Motivation Study in China | 第55-56页 |
| Chapter 3 English Learning Motivation in Secondary Vocational School | 第56-61页 |
| ·Background of Secondary-Vocational-School Students in China | 第56-58页 |
| ·Methodology | 第58-61页 |
| ·Subjects | 第58页 |
| ·Instruments | 第58-59页 |
| ·Procedure | 第59-61页 |
| Chapter 4 Results and Discussion | 第61-80页 |
| ·Results of the Surrey in Secondary Vocational School | 第61-66页 |
| ·The Relationship among Motivational Intensity,Type and Achievement | 第61-63页 |
| ·The Differences between High-,and Low-Proficiency Students in Terms of Motivational Intensity | 第63-65页 |
| ·The Differences between High-,and Law:Proficiency Students in Terms of Motivational Type | 第65-66页 |
| ·Implications for English Teaching and Learning in Secondary Vocational School | 第66-80页 |
| ·Reform Current System of Courses and Strengthen Students' Adaptability to Social Development | 第67-68页 |
| ·Taking Correct Attitude toward English Teaching | 第68页 |
| ·Improving English Teaching Models | 第68-75页 |
| ·Developing Supercycle "Success expectancy-Success efficiency Stimulation" Model | 第68-73页 |
| ·Developing Learner Autonomy | 第73-74页 |
| ·Developing cooperative opportunities | 第74-75页 |
| ·Laying Stress on Secondary- Vocational- School Students' Psychological Rules | 第75-80页 |
| ·Paying attention to students' thoughts rules | 第75-76页 |
| ·Creating a pleasant English learning environment for students | 第76页 |
| ·Helping students recognize the importance of learning English | 第76-77页 |
| ·Helping students set goals in English learning | 第77页 |
| ·Building students' confidence and reducing anxiety | 第77-78页 |
| ·Initiating and sustaining students' interest in English learning | 第78-79页 |
| ·Showing love and care to each student | 第79-80页 |
| Chapter 5 Conclusion | 第80-83页 |
| ·Conclusions of the Study | 第80-82页 |
| ·Limitations of the Research | 第82页 |
| ·Suggestions for Further Research | 第82-83页 |
| REFERENCES | 第83-87页 |
| APPENDIX | 第87-89页 |
