| Chapter One Introduction | 第1-12页 |
| Chapter Two Theoretical Exploration | 第12-25页 |
| ·Definitions of motivation | 第12-13页 |
| ·Psychological views on motivation | 第13-17页 |
| ·Achievement motivation | 第13-14页 |
| ·Intrinsic/extrinsic theory | 第14-16页 |
| ·Integrative/ instrumental motivation | 第16-17页 |
| ·Maslow's need theory | 第17页 |
| ·A cognitive view of motivation | 第17-21页 |
| ·Attribution theory | 第18-19页 |
| ·Self-efficacy | 第19-20页 |
| ·Self-worth theory | 第20页 |
| ·Other cognitive components | 第20-21页 |
| ·Asocial constructivist perspective of motivation | 第21-23页 |
| ·The L2 motivation construct-Dornyei's extended motivational framework | 第23-25页 |
| Chapter Three Methodology for the Research | 第25-36页 |
| ·Subjects | 第25-26页 |
| ·Variables | 第26页 |
| ·Procedure | 第26-27页 |
| ·Findings and discussion | 第27-32页 |
| ·Results and discussion of the questionnaire | 第27-31页 |
| ·Results and discussion of the interview | 第31-32页 |
| ·The interpretation of the questionnaire and interview | 第32-36页 |
| ·Lack of purpose for learning | 第32-33页 |
| ·Lack of autonomy | 第33页 |
| ·Lack of experience | 第33-34页 |
| ·Lack of confidence | 第34-35页 |
| ·Lack of learning strategies | 第35-36页 |
| Chapter Four Motivating Non-English Majors through Cooperative Learning | 第36-59页 |
| ·The relevance between CL and academic motivation | 第36-41页 |
| ·CL and course-specific motivational components | 第37-38页 |
| ·CL and teacher-specific motivational components | 第38-39页 |
| ·CL and group specific motivation | 第39-41页 |
| ·Key elements of cooperative learning | 第41-43页 |
| ·Research of practicing CL among EFL learners | 第43-44页 |
| ·Strategies for implementing CL to motivate students in English learning | 第44-51页 |
| ·Considering the preconditions for effective motivation | 第45页 |
| ·Building a cooperative learning climate | 第45-47页 |
| ·Raising learners' feeling of security to stimulate comprehensible input and output | 第47页 |
| ·Getting learners involved in learning program | 第47-48页 |
| ·Making learners engage in English learning cognitively | 第48页 |
| ·Developing learners' self-confidence | 第48-49页 |
| ·Improving learners'autonomy | 第49页 |
| ·Stimulating learners' interest in learning tasks | 第49页 |
| ·Providing learning strategies | 第49-50页 |
| ·Enhancing the teacher's role in fostering motivation | 第50-51页 |
| ·Data collection | 第51-53页 |
| ·Data analysis and discussion | 第53-55页 |
| ·Analysis and discussion of the posttest questionnaire | 第53-54页 |
| ·Classroom data analysis | 第54页 |
| ·Discussion of the learning and teaching journals | 第54-55页 |
| ·Findings and discussion | 第55-59页 |
| ·Enhancing motivation | 第55-56页 |
| ·Reducing anxiety | 第56页 |
| ·Increasing self-confidence and self-esteem | 第56页 |
| ·Promoting interaction | 第56页 |
| ·Providing comprehensible input and output | 第56-57页 |
| ·Improving meta-cognitive awareness | 第57页 |
| ·Improving social relationship | 第57页 |
| ·Increasing the opportunity to listen and produce language | 第57-58页 |
| ·Stimulating critical and higher order thinking skills | 第58页 |
| ·Creating greater learner-centeredness and learner direction in language classroom | 第58-59页 |
| Chapter Five Conclusion | 第59-63页 |
| Appendix Ⅰ Questionnaire for Motivation Assessment | 第63-68页 |
| Appendix Ⅱ Questions for the Interview | 第68-69页 |
| Appendix Ⅲ Posttest Questionnaire | 第69-72页 |
| Bibliography | 第72-77页 |
| Acknowledgements | 第77页 |
