| Acknowledgements | 第2-3页 |
| Abstract in Chinese | 第3-4页 |
| Abstract in English | 第4页 |
| Introduction | 第7-11页 |
| Chapter Ⅰ Definition of motivation | 第11-15页 |
| Chapter Ⅱ Identification of motivational components | 第15-29页 |
| 2.1 Learner-specific motivational components | 第16-24页 |
| 2.1.1 Goal-setting | 第16-18页 |
| 2.1.2 Valence | 第18-20页 |
| 2.1.3 Attribution of previous performance | 第20-22页 |
| 2.1.4 Self-efficacy | 第22-24页 |
| 2.2 Teacher-specific motivational components | 第24-29页 |
| 2.2.1 Authority type | 第25-26页 |
| 2.2.2 Feedback | 第26-29页 |
| Chapter Ⅲ A survey on Chinese non-English majors' motivational beliefs | 第29-49页 |
| 3.1 Purpose of the survey | 第29-30页 |
| 3.2 Subjects of the survey | 第30-31页 |
| 3.3 Instrument of the survey | 第31-32页 |
| 3.4 Procedure of the survey | 第32页 |
| 3.5 Result and discussion | 第32-47页 |
| 3.5.1 General problems of Chinese non-English majors' motivational beliefs | 第32-42页 |
| 3.5.2 Intergroup differences between male and female students | 第42-44页 |
| 3.5.3 Intergroup differences among students in different grades | 第44-47页 |
| 3.6 Limitations of the survey | 第47-49页 |
| Chapter Ⅳ Implications and suggestions | 第49-60页 |
| 4.1 Implications of the study | 第49-52页 |
| 4.1.1 Raising teachers' motivational awareness | 第49-51页 |
| 4.1.2 Identifying students' negative motivational beliefs | 第51-52页 |
| 4.2 Suggestions for improving Chinese non-English majors' motivation | 第52-60页 |
| 4.2.1 Helping students set mastery goals | 第52-53页 |
| 4.2.2 Enhancing students' language-related value | 第53-54页 |
| 4.2.3 Raising students' intrinsic interest | 第54-55页 |
| 4.2.4 Promoting attributions to controllable factors | 第55-56页 |
| 4.2.5 Helping students develop sense of self-efficacy | 第56-58页 |
| 4.2.6 Creating learner autonomy | 第58-60页 |
| Chapter Ⅴ Conclusion | 第60-62页 |
| Appendix | 第62-65页 |
| Bibliography | 第65-12页 |
| List of Figures | 第12-29页 |
| Figure 1.1: a three-stage model of motivation | 第12-13页 |
| Figure 1.2 an interactive model of motivation | 第13-35页 |
| Figure 1.3: the virtuous circle of reading motivation | 第35页 |
| Figure 1.4: the vicious circle of speaking motivation | 第35-36页 |
| Figure 1.5: attribution of previous performance | 第36-38页 |
| Figure 1.6: the virtuous circle of students with good performance | 第38页 |
| Figure 1.7: the vicious circle of students with poor performance | 第38-44页 |
| Figure 1.8: intergroup differences among different grades | 第44-29页 |
| List of Tables | 第29-68页 |
| Table 3.1: subjects of the survey | 第29-30页 |
| Table 3.2: descriptions of the questionnaire items | 第30-33页 |
| Table 3.3: votes for items of valence | 第33-34页 |
| Table 3.4: votes for items of self-efficacy | 第34-39页 |
| Table 3.5: votes for items of goal-setting and goal-orientation | 第39-40页 |
| Table 3.6: votes for items of teachers' feedback-giving and authority type | 第40-43页 |
| Table 3.7: votes for items of interest by male and female students | 第43-68页 |
