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英语国家研究课程影响学生学习动机的学习情境因素研究

ABSTRACT第4页
摘要第5-6页
ACKNOWLEDGEMENTS第6-12页
CHAPTER ONE INTRODUCTION第12-16页
    1.1 Background of the study第12-13页
    1.2 Objectives of the study第13页
    1.3 Significance of the study第13-14页
    1.4 Overall structure of the thesis第14-16页
CHAPTER TWO LITERATURE REVIEW第16-37页
    2.1 Introduction to learning situation第16-21页
        2.1.1 D?rnyei’s motivation construct and learning situation第16-18页
        2.1.2 Components of learning situation第18-19页
        2.1.3 Previous studies on learning situation第19-21页
    2.2 Learning motivation第21-31页
        2.2.1 Definition of learning motivation第21-22页
        2.2.2 Classification of learning motivation第22-24页
        2.2.3 Constructs of learning motivation第24-29页
        2.2.4 Previous studies on learning motivation at home and abroad第29-31页
    2.3 The ESC studies for English majors第31-37页
        2.3.1 Introduction to ESC studies at the undergraduate stage第31-34页
        2.3.2 The description of the courses of ESC studies for English majors第34-36页
        2.3.3 Previous studies on the courses of ESC studies for English majors第36-37页
CHAPTER THREE RESEARCH MEGHODOLOGY第37-47页
    3.1 Research questions第37页
    3.2 Research design第37-38页
    3.3 Participants第38-39页
    3.4 Instruments第39-42页
        3.4.1 Questionnaire第39-40页
        3.4.2 Interview第40-41页
        3.4.3 Classroom observation第41-42页
    3.5 Data collection and analysis第42-44页
    3.6 Reliability and validity第44-46页
    3.7 Ethical Issues第46-47页
CHAPTER FOUR RESULTS AND DISCUSSION第47-73页
    4.1 The course-specific components of the courses of ESC studies第47-60页
        4.1.1 The impacts of course-specific components on students’ LM第47-48页
        4.1.2 The ways that course-specific components affect students’ LM第48-55页
        4.1.3 Problems existing in the course-specific components第55-58页
        4.1.4 Suggestions on the coping of the problems in course-specificcomponents第58-60页
    4.2 The teacher-specific components of the courses of ESC studies第60-66页
        4.2.1 The impacts of teacher-specific components on students’ LM第60页
        4.2.2 The ways that teacher-specific components affect students’ LM第60-64页
        4.2.3 Problems existing in the teacher-specific components第64-65页
        4.2.4 Suggestions on the coping of the problems in teacher-specificcomponents第65-66页
    4.3 The group-specific components of the courses of ESC studies第66-73页
        4.3.1 The impacts of group-specific components on students’ LM第66-67页
        4.3.2 The ways that group-specific components affect students’ LM第67-69页
        4.3.3 Problems existing in the group-specific components第69-71页
        4.3.4 Suggestions on the coping of the problems in group-specificcomponents第71-73页
CHAPTER FIVE CONCLUSION第73-77页
    5.1 Major findings第73-74页
    5.2 Implications第74-75页
    5.3 Limitations第75页
    5.4 Recommendations for future research第75-77页
REFERENCES第77-85页
附录第85-93页

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