| Acknowledgements | 第1-4页 |
| Abstract | 第4-7页 |
| 中文摘要 | 第7-12页 |
| Chapter One Introduction | 第12-15页 |
| ·General description of the study | 第12页 |
| ·Significance of the study | 第12-13页 |
| ·Overall structure of the thesis | 第13-15页 |
| Chapter Two Literature review | 第15-33页 |
| ·Definitions of key terms | 第15-22页 |
| ·General definition of motivation | 第15-16页 |
| ·Gardner and Lambert’s dichotomous definition of motivation | 第16页 |
| ·Deci’s dichotomous definition of motivation | 第16-18页 |
| ·Dornyei’s three-level categorization of motivation | 第18页 |
| ·Ellis’four-level categorization of motivation | 第18-20页 |
| ·Operational definition of motivation | 第20页 |
| ·Definition or introduction about college English pedagogical reform | 第20-22页 |
| ·Theoretical framework | 第22-27页 |
| ·Humanism | 第22-24页 |
| ·Constructivism | 第24-25页 |
| ·Input Hypothesis | 第25-26页 |
| ·Affective Filter Hypothesis | 第26-27页 |
| ·Review of Previous studies | 第27-33页 |
| ·Overseas studies on learning motivation | 第27-29页 |
| ·Domestic studies on learning motivation | 第29-31页 |
| ·Brief review of foreign language pedagogical reform | 第31-33页 |
| Chapter Three Methodology | 第33-38页 |
| ·Research questions | 第33页 |
| ·Research design | 第33-38页 |
| ·Quantitative research | 第33-36页 |
| ·Subjects | 第33-34页 |
| ·Instrument | 第34-35页 |
| ·Data collection and data analysis | 第35-36页 |
| ·Qualitative research | 第36-38页 |
| ·Interviewees | 第36页 |
| ·Instrument | 第36-37页 |
| ·Data collection and data analysis | 第37-38页 |
| Chapter Four Results and Discussion | 第38-57页 |
| ·Results and discussion about the quantitative study | 第38-48页 |
| ·Students’motivation before the college English pedagogical reform | 第38-42页 |
| ·Students’motivation a semester after the college English pedagogical reform | 第42-45页 |
| ·Comparison of results of the two surveys | 第45-48页 |
| ·Results and discussion of the qualitative research | 第48-57页 |
| ·Less anxiety and more confidence achieved through graded placement | 第49-51页 |
| ·Meaningful activities and relaxed learning atmosphere characteristic of the small classroom instruction | 第51-53页 |
| ·Complementary function of students’ autonomous on-line learning realized in the self-access center | 第53-55页 |
| ·Benefits of teachers’individual coaching obtainable in the self-access center | 第55-57页 |
| Chapter Five Conclusion | 第57-60页 |
| ·Major findings | 第57-58页 |
| ·Pedagogical implications | 第58-59页 |
| ·Limitations of the present study | 第59页 |
| ·Further research suggestions | 第59-60页 |
| References | 第60-63页 |
| Appendix I:非英语专业大学生英语学习动机问卷调查 | 第63-66页 |
| Appendix II:Translation of Interview Transcripts | 第66-71页 |
