| Abstract in Chinese | 第1-7页 |
| Abstract in English | 第7-9页 |
| Introduction | 第9-13页 |
| Chapter One Literature Review | 第13-24页 |
| ·Motivation studies in L2 learning abroad | 第13-20页 |
| ·Socio-educational model | 第13-15页 |
| ·Self-determination theory | 第15-17页 |
| ·Three-level categorization | 第17-18页 |
| ·Expectancy-value theories | 第18-20页 |
| ·Motivation studies in EFL in China | 第20-21页 |
| ·The studies of low achievers at home & abroad | 第21-24页 |
| Chapter Two Motivation and Language Learning | 第24-37页 |
| ·Motivation | 第24-26页 |
| ·Motivational factors | 第26-33页 |
| ·Task value | 第26-27页 |
| ·Goal orientation | 第27-29页 |
| ·Self–efficacy | 第29-30页 |
| ·Attribution | 第30-32页 |
| ·Learned helplessness | 第32-33页 |
| ·Motivation and Language Learning | 第33-35页 |
| ·Motivation and the low achievers’language learning | 第35-37页 |
| Chapter Three An Investigation of the Current Situation About the Low Achievers’Motivational factors in English Learning | 第37-58页 |
| ·Methodology | 第37-41页 |
| ·Research questions | 第37页 |
| ·Subjects | 第37-38页 |
| ·Instruments | 第38页 |
| ·Design | 第38-40页 |
| ·Data collection | 第40页 |
| ·Data analysis | 第40页 |
| ·Reliability and validity | 第40-41页 |
| ·Limitation of the survey | 第41页 |
| ·Results | 第41-49页 |
| ·Results from the questionnaires | 第41-48页 |
| ·The informant students’idea about task value | 第42-43页 |
| ·The informant students’goal orientation | 第43-44页 |
| ·The informant students’sense of self-efficacy | 第44-45页 |
| ·The informant students’attribution to academic failure | 第45-46页 |
| ·The informant students’sense of learned helplessness | 第46-47页 |
| ·The informant students’gender difference | 第47-48页 |
| ·Results from interviews | 第48-49页 |
| ·Analysis | 第49-56页 |
| ·Analysis of the results from the questionnaires | 第49-52页 |
| ·The informant students’idea about task value | 第49页 |
| ·The informant students’goal orientation | 第49-50页 |
| ·The informant students’sense of self-efficacy | 第50-51页 |
| ·The informant students’attribution to academic failure | 第51页 |
| ·The informant students’sense of learned helplessness | 第51-52页 |
| ·The informant students’gender difference | 第52页 |
| ·Analysis of the results from the interviews | 第52-56页 |
| ·Conclusion | 第56-58页 |
| Chapter Four Implications and Suggestions | 第58-81页 |
| ·Pedagogical implication | 第58-61页 |
| ·Improving teachers’motivational awareness | 第58-60页 |
| ·Identifying students’positive or negative beliefs | 第60-61页 |
| ·Administrative implication | 第61-63页 |
| ·The role of teachers | 第61-63页 |
| ·The role of parents | 第63页 |
| ·Suggestions to improve the low achievers’motivation | 第63-81页 |
| ·Establishing a good relationship with students | 第63-66页 |
| ·Being a caring and enthusiastic teacher | 第64-65页 |
| ·Creating a pleasant classroom atmosphere | 第65-66页 |
| ·Increasing students’positive belief in task value | 第66-68页 |
| ·Improving students’attitude to the value of English | 第66-67页 |
| ·Breaking down the difficult points | 第67-68页 |
| ·Arousing students’interests | 第68-72页 |
| ·Making the tasks varied and challenging | 第69页 |
| ·Improving culture teaching | 第69-70页 |
| ·Using English songs and poems | 第70-71页 |
| ·Providing opportunities for communication | 第71-72页 |
| ·Improving students’sense of self-efficacy | 第72-76页 |
| ·Modifying students’negative attribution | 第72-74页 |
| ·Setting proper goals | 第74页 |
| ·Giving students positive feedback | 第74-76页 |
| ·Developing students’autonomy | 第76-81页 |
| ·Increasing students’learning strategies | 第76-79页 |
| ·Setting attractive assignments | 第79-81页 |
| Conclusion | 第81-84页 |
| Appendix Ⅰ | 第84-86页 |
| Appendix Ⅱ | 第86-87页 |
| Bibliography | 第87-93页 |
| Acknowledgements | 第93-94页 |
| Lists of publications | 第94页 |
