| Abstract (English) | 第8-10页 |
| Abstract (Chinese) | 第11-13页 |
| Introduction | 第13-15页 |
| Chapter One What is Motivation | 第15-25页 |
| 1.1 Theories of Motivation in Psychology | 第15-17页 |
| 1.1.1 Expectancy-Value Theories | 第15-16页 |
| 1.1.2 Goal Ttheories | 第16页 |
| 1.1.3 Self-Determination Theory | 第16-17页 |
| 1.1.4 Social Psychological Theories | 第17页 |
| 1.2 Motivation in Second/Foreign Language Learning | 第17-25页 |
| 1.2.1 Gardner's Socio-Educational Model | 第17-20页 |
| 1.2.2 Schumann's Neurobiological Model | 第20-21页 |
| 1.2.3 D(o|¨)rney and Otto's Process Model | 第21-23页 |
| 1.2.4 The Intrinsic and Extrinsic Dichotomy | 第23-25页 |
| Chapter Two Extrinsic and Intrinsic Motivation | 第25-46页 |
| 2.1 Extrinsic Motivation | 第25-35页 |
| 2.1.1 Theoretical Grounds | 第25-26页 |
| 2.1.2 Extrinsic Rewards and Intrinsic Motivation | 第26-28页 |
| 2.1.3 Internalizing Extrinsic Orientations | 第28-33页 |
| 2.1.3.1 What is Internalization | 第28-29页 |
| 2.1.3.2 Internalization and the Integrative Process | 第29-31页 |
| 2.1.3.3 Relation between Regulation Styles and Learning | 第31页 |
| 2.1.3.4 Promoting the Internalizing Process | 第31-33页 |
| 2.1.4 Using Extrinsic Motivational Strategies | 第33-35页 |
| 2.2 Intrinsic Motivation and Theories | 第35-46页 |
| 2.2.1 Perception of Competence | 第36-42页 |
| 2.2.1.1 Social Cognitive Theory | 第37-38页 |
| 2.2.1.2 Attribution Theory | 第38-41页 |
| 2.2.1.3 Theory of Task Versus Ego Involvement | 第41-42页 |
| 2.2.2 Perception of Self-Determination | 第42-44页 |
| 2.2.3 Relationship between Perceptions of Competence and Self determination | 第44-46页 |
| Chapter Three Motivation in College English Learning-A Survey | 第46-55页 |
| 3.1 Introduction | 第46-47页 |
| 3.2 Methodology | 第47-49页 |
| 3.2.1 Research Questions | 第47-48页 |
| 3.2.2 Subjects | 第48页 |
| 3.2.3 Measuring Instrument | 第48页 |
| 3.2.4 Procedure | 第48-49页 |
| 3.3 Findings and Discussion | 第49-54页 |
| 3.3.1 Research Question No.1 | 第49-51页 |
| 3.3.2 Research Question No.2 | 第51-53页 |
| 3.3.3 Research Question No.3 | 第53-54页 |
| 3.4 Implications | 第54-55页 |
| Chapter Four Motivating in the College English Classroom | 第55-78页 |
| 4.1 Creating the Basic Motivational Conditions | 第57-65页 |
| 4.1.1 Appropriate Teacher Behaviors and a Good Relationship with the Students | 第57-64页 |
| 4.1.1.1 The Personal Characteristic of Teachers | 第57-62页 |
| 4.1.1.1.1 Teacher Enthusiasm-Student Enthusiasm | 第58-59页 |
| 4.1.1.1.2 Teacher Motivation-Student Motivation | 第59-62页 |
| 4.1.1.2 Teacher Immediacy | 第62页 |
| 4.1.1.3 Active Motivational Socializing Behavior | 第62-63页 |
| 4.1.1.4 Classroom Management | 第63-64页 |
| 4.1.2 A Pleasant and Supportive Classroom Atmosphere | 第64页 |
| 4.1.3 A Cohesive Learner Group | 第64-65页 |
| 4.2 Generating Student Motivation | 第65-68页 |
| 4.2.1 Enhancing the Learners' Language-Related Values and Attitudes | 第66页 |
| 4.2.2 Increasing the Learners' Goal-Orientedness | 第66-67页 |
| 4.2.3 Making the Curriculum Relevant for the Learners | 第67页 |
| 4.2.4 Creating Realistic Learner Beliefs | 第67-68页 |
| 4.3 Maintaining and Protecting Motivation | 第68-74页 |
| 4.3.1 Setting 'Proximal Sub-goals' | 第68-69页 |
| 4.3.2 Improving the Quality of the Learning Experience | 第69-70页 |
| 4.3.3 Increasing the Learner's Self-Confidence | 第70-71页 |
| 4.3.4 Creating Learner Autonomy | 第71-74页 |
| 4.3.5 Promoting Self-motivating Learner Strategies | 第74页 |
| 4.4 Encouraging Positive Self-Evaluation | 第74-78页 |
| 4.4.1 Promoting Attributions to Effort Rather Than to Ability | 第75页 |
| 4.4.2 Providing Motivational Feedback | 第75-76页 |
| 4.4.3 Increasing Learners' Satisfaction and the Question of Rewards and Grades | 第76-78页 |
| Conclusion | 第78-80页 |
| Appendix | 第80-82页 |
| Bibliography | 第82-86页 |
| Acknowledgements | 第86-87页 |
| 攻读学位期间发表的学术论文目录 | 第87-88页 |
| 学位论文评阅及答辩情况表 | 第88页 |
