| Abstract | 第1-6页 |
| 摘要 | 第6-7页 |
| List of Figures and Tables | 第7-8页 |
| Contents | 第8-10页 |
| Chapter One Introduction | 第10-15页 |
| ·Background of the Research | 第10-12页 |
| ·The Purpose and Significance of the Present Thesis | 第12-13页 |
| ·Research Questions | 第13-14页 |
| ·Layout of the Present Thesis | 第14-15页 |
| Chapter Two Literature Review | 第15-32页 |
| ·What Is Motivation? | 第15-19页 |
| ·Definition of Motivation | 第15-16页 |
| ·Types of Language Learning Motivation | 第16-18页 |
| ·Integrative and Instrumental Motivation | 第16-17页 |
| ·Intrinsic and Extrinsic Motivation | 第17-18页 |
| ·Demotivation versus Motivation | 第18-19页 |
| ·The Role of Motivation in Language Learning | 第19-21页 |
| ·Individual Differences and Motivation | 第19-20页 |
| ·Motivation and Achievement | 第20-21页 |
| ·Influential Models and Theories of Second Language Motivation | 第21-27页 |
| ·Gardner's Classic Social-psychological Model of Second Language Motivation | 第22-23页 |
| ·Empirical Criticism of Gardner's Model | 第23-25页 |
| ·Cognitive Approaches to Language Learning Motivation | 第25-27页 |
| ·Attribution Theory | 第25-26页 |
| ·Self-efficacy Theory and Learned Helplessness | 第26页 |
| ·Expectancy-value Theory | 第26-27页 |
| ·A Review of Empirical Studies on Motivation in China | 第27-32页 |
| ·Development of Motivational Studies since the 1980s | 第27-30页 |
| ·Limitations of the Previous Studies | 第30-32页 |
| Chapter Three Theoretical Framework | 第32-37页 |
| ·Theoretical Framework of the Present Thesis | 第32-35页 |
| ·Dornyei's Empirical Reaction to Gardner's Motivational Model | 第32页 |
| ·Dornyei's Educational-psychological Model of Motivation | 第32-35页 |
| ·The Perspectives of the Present Thesis | 第35-37页 |
| Chapter Four Methodology | 第37-41页 |
| ·Subjects | 第37-38页 |
| ·Instrument | 第38-39页 |
| ·Pilot Study and Data Collection | 第39页 |
| ·Data Processing and Analysis of the Questionnaire | 第39-41页 |
| ·Date Processing | 第39-40页 |
| ·Data Analysis | 第40-41页 |
| Chapter Five Results and Discussion | 第41-57页 |
| ·Quantitative Results | 第41-49页 |
| ·Motivational Intensity of Basic Class and Lecture Class | 第41-42页 |
| ·Demotivating Factors for Basic Class and Lecture Class under the Conditions of Streaming Teaching | 第42-46页 |
| ·Differences in Demotivating Factors between Basic Class and Lecture Class | 第46-49页 |
| ·Qualitative Results | 第49-52页 |
| ·Qualitative Results for Lecture Class | 第49-51页 |
| ·Qualitative Results for Basic Class | 第51-52页 |
| ·Discussion | 第52-57页 |
| Chapter Six Conclusion | 第57-61页 |
| ·Conclusion | 第57-58页 |
| ·Suggestions for Enhancing Postgraduate Students'Motivation under the Conditions of Streaming Teaching | 第58-59页 |
| ·Create a Fair and Supportive Learning Atmosphere | 第58页 |
| ·Promote Learner Autonomy and Independence | 第58-59页 |
| ·Modify the Syllabus Design for Postgraduate English | 第59页 |
| ·Limitations of the Study and Suggestions for Future Research | 第59-61页 |
| References | 第61-66页 |
| Appendix Ⅰ Questionnaire on Non-English Major Postgraduates' Demotivation to Learn English | 第66-70页 |
| Appendix Ⅱ Demotivating Factors for Lecture Class by Qualitative Analysis | 第70-73页 |
| Appendix Ⅲ continued | 第73-74页 |
| Acknowledgements | 第74页 |
