| 摘要 | 第1-6页 |
| Abstract | 第6-9页 |
| Chaptcr One Introduction | 第9-14页 |
| ·Background of the research | 第9-12页 |
| ·Studies on motivation abroad | 第9-10页 |
| ·Studies on motivation in China | 第10-12页 |
| ·Significance of the research | 第12-13页 |
| ·Structure of the thesis | 第13-14页 |
| Chapter Two Review of the literature of motivation | 第14-32页 |
| ·Definition of motivation | 第14-15页 |
| ·Definition of motivation in general sense | 第14页 |
| ·Definition of motivation in L2 learning | 第14-15页 |
| ·Classification of motivation | 第15-18页 |
| ·Integrative Vs.instrumental motivation | 第15-16页 |
| ·Extrinsic Vs.intrinsic motivation | 第16-17页 |
| ·Other classifications | 第17-18页 |
| ·Motivational models in second language learning | 第18-22页 |
| ·Gardner's socio-educational model of SLA | 第18-19页 |
| ·Tremblay and Gardner's Revised Model of Second Language Learning | 第19-20页 |
| ·Dornyei's three-level categorization | 第20-22页 |
| ·Some other important motivation theories | 第22-32页 |
| ·Need theory | 第23-24页 |
| ·Expectancy-value theory | 第24-25页 |
| ·Attribution theory | 第25-27页 |
| ·Goal theory | 第27-28页 |
| ·Self-efficacy theory | 第28-30页 |
| ·Feedback theory | 第30页 |
| ·Relevance theory | 第30-32页 |
| Chapter Three Methodology | 第32-42页 |
| ·Purpose of the research | 第32页 |
| ·Research questions | 第32-33页 |
| ·Subjects | 第33页 |
| ·Instruments | 第33-34页 |
| ·Procedures | 第34-35页 |
| ·Pilot Study | 第35页 |
| ·Procedures for data collection and analysis | 第35页 |
| ·Data Analysis | 第35-41页 |
| ·Analysis of motivation types of the students | 第36-38页 |
| ·Analysis of the motivational intensity between two groups | 第38-40页 |
| ·Analysis of correlations between motivational intensity and achievement | 第40-41页 |
| ·Findings | 第41-42页 |
| Chapter Four Suggestions | 第42-56页 |
| ·Creating the Basic Motivational Conditions | 第42-46页 |
| ·Appropriate Teacher Behaviors and a Good Teacher-Student relationships | 第42-44页 |
| ·A Pleasant and Supportive Atmosphere in the Classroom | 第44-45页 |
| ·A Co-operative Learner Group with Appropriate Group Norms | 第45-46页 |
| ·Generating Initial Motivation | 第46-48页 |
| ·Enhancing the Learners' Language-Related Values and Attitudes | 第46-47页 |
| ·Increasing the Learners' 'Goal-Orientedness' | 第47-48页 |
| ·Keeping the Curriculum Pertinent for the Learners | 第48页 |
| ·Creating Realistic Learner Beliefs | 第48页 |
| ·Maintaining and Protecting Motivation | 第48-53页 |
| ·Setting 'Appropriate Sub-goals' | 第49页 |
| ·Improving the Quality of the Learning Experience | 第49-50页 |
| ·Increasing the Learners' Self-Confidence | 第50-51页 |
| ·Creating Learner Autonomy | 第51-53页 |
| ·Rounding off the Learning Experience:Encouraging Self-Evaluation | 第53-56页 |
| ·Promoting Attributions to Effort Rather Than to Ability | 第53-54页 |
| ·Providing Motivational Feedback | 第54-55页 |
| ·Increasing Learner Satisfaction | 第55-56页 |
| Chapter Five Conclusion | 第56-57页 |
| ·Conclusion | 第56页 |
| ·Limitations of the study | 第56页 |
| ·Suggestions for future research | 第56-57页 |
| References | 第57-60页 |
| Appendix A 问卷调查 | 第60-63页 |
| Appendix B Lists of Abbreviations | 第63-64页 |
| Acknowledgements | 第64页 |
