College Students’ English Learning Attribution and Learning Motivation.doc

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2017-08-14 发布于湖北
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College Students’ English Learning Attribution and Learning Motivation.doc

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College Students’ English Learning Attribution and Learning Motivation

The Correlational Research on College Students’ English Learning Attribution and Learning Motivation Introduction Learners’ motivation, as a kind of mental disposition and attitude, is aroused by their need of learning, and at the same time directs them to set up and reach certain learning goals. Motivation is learners’ intrinsic drive to start, keep, carry out and complete learning activities. English learners’ need of English learning is the premises and basis of production of learning motivation. In recent years, instrumental motivation and integrative motivation have been paid more attention in the field of EFL/ESL, but achievement motivation and causal attribution style are also two key factors that affect English learners’ learning activities and outcomes. In this thesis, I mainly demonstrate the correlation between achievement motivation and causal attribution, and hope that it is a little helpful to college students’ English learning. Content Chapter 1 Literature Review 1.1 Attribution Theory 1.2 Motivation Theory Chapter 2 The Interrelation Between Learning Attribution and Motivation 2.1 The Effect of Weiner’s Attribution Theory on Motivation 2.2 Self-efficacy and Causal Attribution-Positive Correlation 2.3 Learned Helplessness and Causal Attribution-Negative Correlation 2.4Practical Studies of Relationship between Achievement Motivation and Causal Attribution Chapter 3 The Implications for English Teaching and Learning 3.1 Implications for English Teaching 3.2 Implications for English Learning Conclusion Abstract Researches on achievement motivation are meaningful attempts made by psychologists to explain the complicated social activities conducted by humans. Achievement motivation, originally formulated by David C. McClelland in 1953, is a persistent attempt to be successful at particular social domains. It is not involved directly in information processing of learning, but indirectly affects learning activities by making learners conce