| Abstract | 第1-5页 |
| 摘要 | 第5-8页 |
| Chapter One Introduction | 第8-12页 |
| ·Research background | 第8-10页 |
| ·Purpose and significance of the present study | 第10-11页 |
| ·Overview of the dissertation | 第11-12页 |
| Chapter Two Literature Review | 第12-34页 |
| ·Definitions of learning motivation | 第12-14页 |
| ·The classification of motivation | 第14-21页 |
| ·Integrative and instrumental motivation | 第14-17页 |
| ·Intrinsic and extrinsic motivation | 第17-19页 |
| ·Gao Yihong’s Classification | 第19-21页 |
| ·Motivational intensity | 第21-23页 |
| ·Relevant research on language learning motivation | 第23-26页 |
| ·Motivational models in SLL | 第26-31页 |
| ·Gardner’s motivation theories | 第26-31页 |
| ·Gardner’s socio-educational model | 第26-29页 |
| ·Tremblay and Gardner’s revised model | 第29-31页 |
| ·Dornyei’s Three-level categorization motivation theories | 第31页 |
| ·Research questions of this study | 第31-34页 |
| Chapter Three Research Methodology | 第34-38页 |
| ·Participants | 第34-35页 |
| ·Instruments | 第35-36页 |
| ·Questionnaire | 第35-36页 |
| ·Proficiency test | 第36页 |
| ·Data collection and analysis | 第36-38页 |
| Chapter Four Results and Discussi | 第38-49页 |
| ·What are the major types of the English learning motivation for the postgraduate students? | 第38-42页 |
| ·How is learners’English learning motivation related ttheir English motivational intensity? | 第42-45页 |
| ·Is there any significant difference between High-achievers and Low-achieves with regard to motivation type and motivational intensity？ | 第45-49页 |
| Chapter Five Conclusion and Implications | 第49-56页 |
| ·Major findings in this study | 第49-50页 |
| ·Implications for English teaching and learning | 第50-54页 |
| ·Maintaining and protecting motivation | 第50-52页 |
| ·Fostering students’cultural motivation | 第52-53页 |
| ·Stimulating students’self-improvement motivation | 第53-54页 |
| ·Limitations in this study and suggestions for future study | 第54-56页 |
| Bibliography | 第56-62页 |
| Appendix | 第62-65页 |
| Acknowledgements | 第65页 |
