| Acknowledgements | 第1-6页 |
| 中文提要 | 第6-7页 |
| Abstract | 第7-14页 |
| Chapter One Introduction | 第14-18页 |
| ·Need for the present study | 第14-16页 |
| ·Finding motivational components of the junior middle school students | 第14-15页 |
| ·Investigating the susceptible motivational components of the junior middle school students | 第15页 |
| ·Improving efficacy of English teaching | 第15-16页 |
| ·The outline of the thesis | 第16-18页 |
| Chapter Two Literature review | 第18-33页 |
| ·The importance of motivation | 第18-19页 |
| ·Definition of motivation | 第19页 |
| ·Motivation in general | 第19页 |
| ·Motivation in language learning | 第19页 |
| ·Classification of motivation | 第19-22页 |
| ·Integrative & instrumental motivation | 第19-20页 |
| ·Intrinsic & extrinsic motivation | 第20-22页 |
| ·Components of motivation | 第22-28页 |
| ·Gardner's socio-educational model | 第22-24页 |
| ·Z. Dornyei's three levels | 第24-25页 |
| ·Expectancy-value theory | 第25-26页 |
| ·Wen's conclusion | 第26-27页 |
| ·Conclusion | 第27-28页 |
| ·Some theories relating to motivation | 第28-33页 |
| ·Motivation & attribution theory | 第28-30页 |
| ·Motivation & human needs | 第30-31页 |
| ·Anxiety & achievement | 第31页 |
| ·Achievement motivation & goal orientations | 第31-33页 |
| Chapter Three The quantitative design | 第33-43页 |
| ·Introduction | 第33页 |
| ·Research questions/hypothesis | 第33-34页 |
| ·Subjects | 第34页 |
| ·Instruments | 第34-41页 |
| ·Questionnaire MTB | 第34-39页 |
| ·Interview schedule | 第39-40页 |
| ·Prior English proficiency | 第40页 |
| ·English achievements | 第40-41页 |
| ·Data-collection | 第41-43页 |
| Chapter Four The analysis of quantitative data | 第43-68页 |
| ·A brief description of the Questionnaire | 第43-45页 |
| ·Discussion of question one | 第45-62页 |
| ·Motivational components of junior middle school students | 第45-51页 |
| ·Controllable motivational components of junior middle school students | 第51-62页 |
| ·Answers to hypotheses one | 第51-60页 |
| ·Answers to hypotheses two | 第60-62页 |
| ·Discussion of question two | 第62-63页 |
| ·Answers to hypotheses three | 第62-63页 |
| ·Discussion of question three | 第63-68页 |
| ·Qualitative data got from interview with students | 第64页 |
| ·Answers to hypotheses four | 第64-68页 |
| ·Effect on attitudes towards English teachers and course | 第65-66页 |
| ·Effect on interests, effort and orientations | 第66-68页 |
| Chapter Five Implication: strategies to motivate English learning | 第68-78页 |
| ·Attribution training | 第68-72页 |
| ·Attribution and efforts | 第68页 |
| ·Students' self-assessment | 第68-70页 |
| ·Peer assessment | 第70-72页 |
| ·Enhancing intrinsic motivation and providing extrinsic incentives to learn | 第72-74页 |
| ·Appropriate classroom climate | 第74-76页 |
| ·Cooperative learning and efforts | 第74-75页 |
| ·Effects of teacher expectations | 第75-76页 |
| ·Task-based approach | 第76-78页 |
| ·Correlation between the task-based approach and the motivation components | 第76-78页 |
| ·Task valence and integrative orientation | 第76-77页 |
| ·Task complexity and fostering self-efficacy | 第77-78页 |
| Chapter Six Conclusion | 第78-81页 |
| ·Major findings of the research | 第78-79页 |
| ·Limitations | 第79-80页 |
| ·Implications | 第80-81页 |
| References | 第81-86页 |
| Appendixes | 第86-90页 |
| Appendix Ⅰ:MTB(the motivation test battery) | 第86-90页 |
| Appendix Ⅱ:the open-ended interview questions | 第90页 |
