| Chapter 1 The background of the study | 第1-19页 |
| ·'Dumb English' - Current status of college students' oral English | 第11-12页 |
| ·Second language acquisition (SLA) v. foreign language learning (FLL) | 第12-13页 |
| ·Motivation- Review of the past study | 第13-14页 |
| ·The theoretical background of the study | 第14-18页 |
| ·Gardner's theory of motivation | 第14-15页 |
| ·Gardner's socio-educational modal in SLA context | 第15页 |
| ·Revised socio-educational model (1993) | 第15-17页 |
| ·Limitation of previous research | 第17-18页 |
| ·The relationship between motivation and oral English learning in colleges in China | 第18-19页 |
| Chapter 2 3 Hypotheses--Motivation elements that affect Oral English learning | 第19-23页 |
| ·Hypothesis 1 | 第19-20页 |
| ·Integrative orientation in Chinese context | 第19页 |
| ·Instrumental orientation in Chinese context | 第19-20页 |
| ·Hypothesis 2 | 第20页 |
| ·Hypothesis 3 | 第20-23页 |
| ·Oral English is singled out of CET 4/6 | 第20-21页 |
| ·No oral class for non-English major | 第21页 |
| ·Unsatisfied teachers' oral English proficiency | 第21-22页 |
| ·60-student classroom and teacher-centered approach | 第22页 |
| ·Few oral English teaching materials for non-English majors | 第22-23页 |
| Chapter 3 Quantitative research of the influence of motivation elements on students' oral English learning | 第23-40页 |
| ·Motivation variables selection | 第23页 |
| ·Research purpose | 第23页 |
| ·Research method | 第23-24页 |
| ·Subjects | 第23页 |
| ·Research instrument and design | 第23-24页 |
| ·Research sites | 第24页 |
| ·Data collection | 第24页 |
| ·Data analysis and discussion | 第24-40页 |
| ·Orientation | 第25-29页 |
| ·Integrative orientation | 第25-26页 |
| ·Integrativeness | 第26页 |
| ·Instrumental orientation | 第26-29页 |
| ·Desire | 第29-30页 |
| ·Effort | 第30-36页 |
| ·Lack of effort leads to 'Dumb English' | 第31-36页 |
| ·Attitudes toward oral English learning situations | 第36-38页 |
| ·National unified test-the first important factor | 第37页 |
| ·Second important factors concerning oral English teachers | 第37-38页 |
| ·Oral English class size | 第38页 |
| ·Summary | 第38-40页 |
| Chapter 4 Responses to the hypotheses and suggestions | 第40-49页 |
| ·Responses to the hypotheses | 第40页 |
| ·Building up positive motivation to eliminate 'Dumb English' | 第40-49页 |
| ·What the government can do | 第41-42页 |
| ·Reforming syllabus and policies to motivate students' oral English learning | 第41页 |
| ·Establishing national oral English assessment criteria | 第41-42页 |
| ·Motivating English teachers | 第42页 |
| ·Creating more opportunities to use oral English | 第42页 |
| ·What teachers can do | 第42-45页 |
| ·Arousing students' interest to speak English in intensive reading (IR) Course | 第42-43页 |
| ·Improving students' pronunciation to facilitate speaking and listening | 第43-44页 |
| ·Motivating students by implementing Whole EFL Methods in IR Course | 第44-45页 |
| ·What students can do | 第45-49页 |
| ·Fostering oral English learning autonomy | 第46页 |
| ·Implementing oral English learning autonomy | 第46页 |
| ·Reading more after class | 第46-47页 |
| ·Listening more after class | 第47页 |
| ·Persisting in practicing oral English by speaking to oneself | 第47-49页 |
| Conclusion | 第49-50页 |
| Bibliography | 第50-52页 |
| Appendix | 第52-60页 |
