Chapter 1 General Introduction
1.1 Background of the Study and Rationale
随着全球化进程的加速，英语学习已经取得了前所未有的推广。大的关注已经支付给英语教学和学习后，在中国著名的改革政策，向外界开放，因此大学英语教学在中国已经获得了学者和教育工作者的极大关注。然而，中国的大学生越来越不能满足需求的一个良好的英语知识，特别是掌握的词汇。可以做些什么来改变这种不理想的情况吗？如何有效地教大学英语？这些问题是在中国的大学英语教师始终痴迷。毫无疑问，许多因素在大学英语学习效率低下的结果，其中的动机是决定的速度和成功的语言习得（麋，1994）的关键因素之一。With the rapid process of the globalization, English learning has achieved theunprecedented promotion. Great attention has been paid to English teaching and learningin China after the famous policy of reform and opening to the outside world, accordinglycollege English teaching in China has gained great concern from scholars and educators.However, Chinese college students can not meet the increasingly demand of a goodknowledge of English, especially the master of the vocabulary. What can be done tochange this unsatisfactory situation? How to teach college English effectively? Thesequestions are always obsessed with the college English teachers in China. Undoubtedly,many factors result in the inefficiency of college English learning, among whichmotivation is one of the key factors that determines the rate and success of languageacquisition (Elks, 1994).
学者根据他们的探讨重点，强调不同方面，L2动机，就像在舞台上的主流动机心理学作了一些尝试合成的各种行查询。来自不同背景的学者关注的动机，这是相当复杂的，英语论文范文，因为它包含许多因素，如行为，教育和心理因素。它们定义的动力根据其各自的角度不同。正如乌尔（1996）所说的那样，它是学习者的动机，有利于教学相长，使这两个进程大大地简单和高效。在过去的几十年里目睹第二语言或外语学习动机在个体异同的探讨中起着重要的影响探讨作出的奉献。对外国语言学习的最深刻的动机理论已经提出了由罗伯特·加德纳，谁与他的同事及联营企业在加拿大，开始在the1950s和字面上领域建立了。加德纳（1985）经过十年的探讨，揭示了事实的L2学习动机是密切相关的L2学习成绩。可以得出结论：从数以十万计的实验和调查，英语论文题目，全成被假定为一个语言学习者有强烈的动机。Depending on their research priorities, scholars have highlighted different aspects ofL2 motivation and, just like in the arena of mainstream motivational psychology; fewattempts have been made to synthesize the various lines of enquiry. Scholars from variousbackgrounds show their concern on motivation, which is quite complicated for it containsmany factors such as behavioral, educational, and psychological factors. They definemotivation differently according to their respective perspectives. As Ur (1996) put it, it islearners motivation that facilitates both teaching and learning, and makes these twoprocesses tremendously simple and productive. The past decades witnessed the devotionmade to the researches on the second or foreign language learning motivation which playsan important role in the individual differences researches. One of the most profoundmotivation theories toward foreign language learning has been proposed by RobertGardner, who, together with his colleagues and associates in Canada, beginning in the1950s and literally founded the field. After decades of research, Gardner (1985) reveals thefact that the L2 learning motivation is intimately linked to the L2 learning achievement. It can be concluded from tens of thousands of experiments and investigations that successfullanguage learners are assumed to be highly motivated.
Researchers have dedicated to the language learning achievement or outcome sincethe mid 1970s. Vocabulary learning is the fundamental part during the process of acquiringthe second language, which is tightly related to the other abilities including listening,speaking, reading and writing. Metaphorically, every single word works as a brick in abuilding construction which fails to be built up without laying the foundation. Hypothesisclarification in both theory and practice boomed since 1980s, as a result of which, series ofconstructions and ex
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