Chapter One Introduction
1.1 Background of Present Study
Motivation is one of the main factors that decide a learner’s second or foreignlanguage learning achievement (Dornyei, 1994). That is to say, a learner has moredemotivation, he or she will cost more time on second or foreign language learning. Thesuccessful learners will be those who have both a gift in learning and a high motivation ofsecond or foreign language learning. Crookes & Schmidt (1991), Dornyei (1994), andOxford & Shearin (1994) started researches on language learning motivation in recentyears. They found that motivation were no longer supposed to a ‘have motive power tosomething’ or ‘don’t have motive power to do something’ characters, however, it isconsidered as dynamic and cyclic, increasing or decreasing, influencing languageachievement and being influenced by it (Dornyei, 2017). However, it is too early tosummarize motivation research: past research has representatively conceptualized a“motive” as a kind of incentive or positive motive, that is, as a force whose increaseranges on a succession from zero to strong, without much being discussed about“negative” motives (Dornyei, 2017). If this is the integrated picture, how can we countthe motivational influences that have a negative rather than benefit effect? In addition, themotivational theories themselves in present cannot solve the lack of motivation onlearners’ second or foreign language learning process. In other words, learners whobelong to negative motivation can be motivated for a short while, but no matter whatteachers use motivational theories into this kind of students, some learners will stilldissolve motivation.
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1.2 The Significance and Purpose of the Study
Unlike the prosperous research on motivation of foreign languages learning andteaching in general, demotivation is an outstanding learning phenonmenon yet seldomdiscussed in the study of foreign language learning and teaching. Under the theoreticalbasis of reinforcement theory, expectancy-value theory, attribution theory of motivationand demotivation, we will find some demotivation factors. And through the guidance ofthese theories, we can find some ways to overcome demotivation. The systematicinvestigation of this phenonmenon would expand our understanding of what the internaland external factors that caused students’ demotivation. The study of demotivation alsowill supplement motivation research.In English class, it is not hard to discover that the English learning motivation ofsome students is reduced or even lost by progress, and the number of demotivatedstudents is very high. When their English learning motivation is reduced, they alwayshave “demotivation” which conculdes the following points: decreasing of confidence,decreasing of finishing of homework, decreasing of taking part in classroom activities,decreasing of hope of better accomplishment and decreasing of endeavor while reachingsome goals, etc.
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Chapter Two Literature Review
Why do second language learners drop their motivation to study this foreign language?On the basis of Dornyei (2017a), demotivation is referred to “particular external forces thatdecrease or reduce the motivational basis of a behavior intention or an ongoing action”.This problem may be aroused the interest for not only researchers but many teachers whoseek for their learners becoming ，英语论文题目，英语论文范文
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