本站原创Acknowledgements4-5
Abstract5-9
中文摘要9-13
List of Figures13-14
List of Tables14-15
List of Abbreviations15-16
Chapter One Introduction16-23
1.1 General description of the study16
1.2 Need for the study16-20
1.3 Significance of the study20-22
1.4 Overall structure of the thesis22-23
Chapter Two Literature Review23-53
2.1 Key terms and basic concepts23-28
2.1.1 Definition of learning motivation23-25
2.1.2 Definition of motivational strategies25-26
2.1.3 Classification of learning motivation26-28
2.1.3.1 Integrative and instrumental motivation26-27
2.1.3.2 Intrinsic and extrinsic motivation27-28
2.2 Theoretical bases28-43
2.2.1 Theoretical framework in psychology28-37
2.2.1.1 Behioral views of motivation28-29
2.2.1.2 Cognitive views of motivation29-35
2.2.1.3 Humanistic views of motivation35-37
2.2.2 Theoretical framework in SLA37-43
2.2.2.1 Gardner's social-educational model of L2 motivation38-40
2.2.2.2 Dornyei's tripartite motivational system40-42
2.2.2.3 Ddrnyei & Otto's process-oriented model of L2 motivation42-43
2.3 Previous studies on L2 motivational strategies43-51
2.3.1 Previous studies on L2 motivational strategies abroad43-48
2.3.2 Previous studies on L2 motivational strategies at home48-51
2.4 Summary51-53
Chapter Three Methodology53-62
3.1 Research questions53
3.2 Research design53-62
3.2.1 Quantitative research design53-59
3.2.1.1 Su bjects53-55
3.2.1.2 Instruments55-57
3.2.1.3 Data collection57-58
3.2.1.4 Data analysis58-59
3.2.2 Quaptative research design59-62
3.2.2.1 Su bjects59-60
3.2.2.2 Instruments60
3.2.2.3 Data collection60-61
3.2.2.4 Data analysis61-62
Chapter Four Results and Discussion62-108
4.1 Teachers' perception of motivational strategies62-82
4.1.1 Results about teachers' perception of motivational strategies62-70
4.1.2 Discussion about teachers' perception of motivational strategies70-82
4.2 Teachers' apppcation of motivational strategies82-98
4.2.1 Results about teachers' apppcation of motivational strategies82-90
4.2.2 Discussion about teachers' apppcation of motivational strategies90-98
4.3 Relationship between teachers' perception and apppcation of motivational strategies98-108
4.3.1 Results about the relationship98-102
4.3.2 Discussion about the underlying reasons for the discrepancy102-108
Chapter Five Conclusion108-113
5.1 Major findings108-109
5.2 Pedagogical imppcations109-110
5.3 Limitations of this study110-111
5.4 Suggestions for further research111-113
References113-119
Appendix Ⅰ119-125
Appendix Ⅱ125-126
Appendix Ⅲ126-129
Appendix Ⅳ129-132
Appendix Ⅴ132-136
攻读学位期间发表的学术论文136-138