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Improving Junior Students' English Learning Motivation By Grading The Tasks In Task-based Approach

Posted on:2007-08-13Degree:MasterType:Thesis
Country:ChinaCandidate:X F ZhangFull Text:PDF
GTID:2167360185451600Subject:Education
Abstract/Summary:PDF Full Text Request
In order to improve English learning for the junior school students' in the countryside, the author considered it is necessary to find the way in the non-intellegence-factor (emotion) of the students and the teaching methods of the teachers. There are various factors which influence the students English achievements, among which, the motivation is the most important one. But what kind of motivation the students have and how to motivate the junior school students is the focus for English teaching and research.The study is based on the information from the teaching practice and experiment for the students in two classes in a junior school in the countryside. The students in the control class (CC) and the experimental class (EC) were tested with different grading tasks as Pre and Post test. The theory in the study is based on the motivation study (秦晓晴, 2003) and grading the tasks in the task based approach (Nunan, D.2000). The main points of the study emphasizes:(1.) what kind of English learning motivation the junior students in the countryside have. (2.) the relationship between grading the tasks and motivation. (3.) how to design the proper task by grading and sequencing the tasks and how to motivate the students English learning. With the study, the more effective way to improve the students' motivation by grading the tasks in task-based approach has been found in order to fulfil our general goal of "the English Curriculum Criteria."In this study, the data collected for the questionnaire and exams in the experiment were analyzed with SPSS statistical analysis software. The results of the study are:1. The junior students' English learning motivation and their academic achievements were highly correlated. There is mutual relationship between grading the tasks in task-based approach and motivation. They influence each other positively at a proper level. But there is no significance between them as a whole.2. The number of the students who have serious problems in motivation decreased more in the experimental class than that in the control class.3. The intrinsic motivation in the experimental class is much more than that in the control class.4. The number of the students with serious problems in English learning interest and goals is increasing more in the experimental class than that in the control class.There are six parts in this study. The first part tells about the background and the purpose of the study. The second and the third parts are the literature review and related theories about motivation and grading the tasks based on the study. In the fourth and fifth parts, the designing of the experiment, data collection and analysis, as well as grading the tasks were shown. The sixth part is conclusion with significance, limitations and implications in it.
Keywords/Search Tags:junior students English, motivation, grading the tasks
PDF Full Text Request
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