| Abstract | 第1-8页 |
| 中文摘要 | 第8-9页 |
| Chapter 1 Introduction | 第9-12页 |
| 1．1 Research background | 第9-11页 |
| 1．2 The framework of the thesis | 第11-12页 |
| Chapter 2 Literature Review | 第12-28页 |
| 2．1 Defining motivation | 第12-15页 |
| 2．2 Categorizing motivation | 第15-18页 |
| 2．2．1 Intrinsic and extrinsic motivation | 第15-16页 |
| 2．2．2 Integrative and instrumental motivation | 第16-18页 |
| 2．3 Main motivational theoretical constructs | 第18-22页 |
| 2．3．1 Gardner's early motivational construct | 第18-20页 |
| 2．3．2 Motivational theoretical constructs in the 1990s | 第20-22页 |
| 2．3．2．1 Dornyei's three-level motivational construct | 第20-21页 |
| 2．3．2．2 Tremblay and Gardner's expanding motivational theories | 第21-22页 |
| 2．4 Expectancy-value theory | 第22-23页 |
| 2．5 Relevant studies on motivation of middle school students to learn an L2/FL | 第23-25页 |
| 2．6 Relevant studies on the relationship between motivation and learning achievements | 第25-28页 |
| Chapter 3 Research Methodology | 第28-33页 |
| 3．1 Participants | 第28-29页 |
| 3．2 Instruments | 第29-31页 |
| 3．2．1 Questionnaire | 第29-30页 |
| 3．2．2 English proficiency test | 第30-31页 |
| 3．3 Data collection and analysis | 第31-33页 |
| Chapter 4 Results | 第33-40页 |
| 4．1 MANOVA analysis | 第33-36页 |
| 4．2 Correlation analysis | 第36-40页 |
| 4．2．1 The data in the key junior middle school | 第36-37页 |
| 4．2．2 The data in the non-key junior middle school | 第37-40页 |
| Chapter 5 Discussion | 第40-51页 |
| 5．1 Differences in the motivation to learn English between students from two types of schools | 第40-43页 |
| 5．2 Effect of motivation on students' learning achievements | 第43-51页 |
| Chapter 6 Implications | 第51-56页 |
| 6．1 How to make students become more confident | 第51-53页 |
| 6．2 How to help students learn more efficiently | 第53-55页 |
| 6．3 About our current educational system | 第55-56页 |
| Bibliography | 第56-62页 |
| Appendix | 第62-65页 |
