英語教育學dissertationproposal：An Action Research on Improving Students’ Motiv

英語教育學dissertationproposal：An Action Research on Improving Students’ Motivation Through Listening Teaching
在英語聽力教學中提高學生學習動機的行動研究

一、立論依據
（選題的研究意義、國內外研究現狀分析）
1.Rationale
Motivation provides the primary impetus to initiate learning the L2 and later the driving force to sustain the long and often tedious learning process; indeed, all other factors involved in L2 acquisition presuppose motivation to some extent. (Dornyei 1998: 117) As a result, English teachers care much about whether students are well motivated and willing to learn what they are taught especially at the early stage of English learning. The new English Curriculum Standard (ECS) also puts forward that the goal of fundamental English courses are not only to improve students' language skills, but also develop their positive attitudes towards language learning. Motivation is one of the most important factors in students' emotional attitudes. In recent researches, more and more researchers are interested in the motivation of various middle school students. Most researchers focused on several key factors of motivation, such as self-confidence, attitude, sense of achievement, and the relationship between motivation and achievements on learning. However, there are only a few focuses on how to promote the students’ motivation through daily teaching in an ordinary middle school, which is the focus of this research.
 In Guiyang, the capital city of Guizhou Province, English course has been offered in most primary schools. But most suburban primary schools do not have enough qualified English teachers to offer English classes for the students. When these students entered middle school, it is the real beginning for the students to learn English when they enter middle school. Due to poor family education environment or atmosphere, most students have not developed a good habit of learning. It is found by the author that most students (about 70%) demotivated to learn English after a few months since they became junior school students owing to several reasons. In class, most of them seldom actively participated in teaching activities or answered questions.  After class, they seldom listened to English. Because they have invested so little effort to learn English, they could not understand, read or speak English. For them, learning English is only a frustrating experience which made them encounter failures again and again. In English class, they always got nervous and felt embarrassed because their own disappointing performance. As a result, they lost interest, confidence in learning English. They even thought that English is awful because this subject only brought them embarrassment, sadness, a feeling of nervous or scared, but no sense of achievement at all, and some of them even hate the subject. They lacked learning motivation.  Motivation can be divided in two broad categories, Extrinsic motivation and intrinsic motivation. ( Paul. E& Don K, 2005) Extrinsic motivation is the motivation to engage in an activity as a means to an end, whereas intrinsic motivation is the motivation to be involved in an activity for its own sake. (Pintrich & Schunk, 2002). Obviously, facing such group of totally demotivated students, to improve their intrinsic motivation, with which the students will feel interested and happy in learning English and would like to invest effort to learn English, becomes the core of the author’s teaching focus.#p#分頁標題#e#

2.Literature review.
a.Motivation.
Recent decades witnessed many researches on motivation of L2 learning at home and aboard. First, Gardener and Lambert and Gardner's work on the social psychology of language learning in the bilingual context of Canada started the serious study of motivation from the social language-learning perspective. They conducted second language learning motivation research. (Gardner 1985) Their early work suggested that integrative motivation correlated most strongly with measures of L2 achievement while subsequent research has shown equal importance and interaction of both the integrative and instrumental motivations. Based on a social psychological framework, their research linked L2 motivation with attitudes toward the community of the target language speaker. In addition, it also involved willingness to communicate with target language speakers and the degree to which non-native speakers can identify themselves with the target language community. Gardner has played a most important role in the field about language learning motivation mainly because his dichotomy of motivation, as a starting point, has paved the way for much subsequent work in the area. Gardner (1985:203) defines motivation to learn an L2 as "the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity". This definition includes i) effort expended to achieve a goal; ii) a desire to learn the language; and iii) satisfaction with the task of learning the language.
In the past three decades, a large amount of research on second language motivation has been conducted within Gardner's social-psychological framework. Admittedly, this model of L2 motivation has received many positive reviews for having presented a more thorough understanding of how and why students learn an L2. However, Gardner's L2 motivation theory has been challenged criticism since the 1990s because empirical evidence available shows that this theory cannot account for second language learning fully. It is far from adequacy for just one dichotomy of Gardner to explain problems arising in second language context, in which many factors are interactively intertwined.
There are also other important theories about motivation. Behavioral theories view motivation as a change in behavior as a result of experience with environment and a change in behavior as a result of experience with the environment(Pintrich & Schunk, 2002) Reinforces, which includes praise, comments on homework, high test scores and good grades in common classroom，increase behavior. In classroom, reinforcers, including praise, comments on homework, high test scores, and good grades, can increase behavior. However, there are also some critics on this theory because some researches indicate that use of rewards decreases interest in some tasks. ( Eggen P. & Kauchak D. 2005：354) In fact, using rewards in a proper way can increase intrinsic motivation. With the launch of “cognitive revolution”, a humanistic view of motivation as people’s attempt to fulfill their total potential as human beings begins. (Pintrich & Schunk, 2002) Maslow described human needs as existing in two groups: deficiency needs and growth needs, but this theory has been strongly criticized. #p#分頁標題#e#
Besides, there are also five important theories: expectancy x value theory, self-efficacy theory, and goal theory.
Expectancy x value theory suggests that people are motivated to engage in an activity to the extent that they expect to succeed times the value they place on the success (Wigfield & Eccles, 1992, 2000). According to this theory, both expectancy for success and value are the same important, so either of the two factors is zero, motivation will be near zero. If the students have experienced many failures, their success expectations will be low. So is the motivation. If the students believe they are capable of succeeding—those high in self-efficiency—expect to do so, their expectation will strongly affect their motivation. As a result, promoting high self-efficacy in students is an important goal for all teachers. Goals can also have a powerful influence on motivation. For the students, they have a variety of goals which lead to sustained interest and effort. So, it is important to set a proper goal for the students to increase their motivation and performance. For those students with low achievements, at the beginning, goal should be easy enough for them to obtain. After getting the goal, they may increase self-confidence and interest. They may even have a desire to continue trying next goal and expect their better performance. In this process, motivation will be promoted.
 In China, the researches on motivation of L2 learning began on the base of introducing and translating the theories of foreign countries. In recent years, many experts conducted researches on motivation. Wu He-ping (2001) gave a general introduction of the major theories, the researches on the relationship between motivation and other factors of learners and its meaning in educational field in the 1990s. Wen Qiu-fang (2001) discussed the relationship between the surface motivation, deep motivation and the four strategies (including management strategy, pattern drilling strategy, function drilling strategy and depend-on-mother-language strategy.) After that, Ge Bing-fang (2006) also conducted the same research which proved there is a close relationship between students’ motivation and their learning strategies.

b.Teaching listening.
Historically, learning a foreign language meant learning to read and write. Listening was virtually ignored. (Nunan D.2005)Until in the 1970s and early 1980s, the introduction of communicative language teaching increased the role of listening. Stephen Krashen’s input hypothesis made a major impact on language teaching. The input hypothesis says that,” for language learning to occur, it is necessary for the learner to understand input language which contains linguistic items that are slightly beyond the learner’s present linguistic competence. Learners understand such language using cues in the situation.”(Richards, et al., 1985.) In fact, this input hypothesis stressed on the importance of both listening and the comprehensibility of listening material. Input provides the linguistic data that a developing linguistic system needs in order for acquisition to be possible. Without input, successful language acquisition cannot happen. All scholars in SLA are agreement that input is fundamental to language acquisition. (Wynne. W 2007:33) Language input includes listening and reading. “Listening and written language developments play an important role in later development of overall proficiency in a language, and immediately impact schooling.” （Marjorie. H. H. &Theresa. Y. A.2006) Listening as input is needed first in the process of language learning. Based on the listening comprehension, speaking is possible. Besides, owing to the close relationship between spelling of English words and pronunciation, listening may also help the learners to keep the words in mind in a proper way.#p#分頁標題#e#

c.Action research.
    Action research will be used in this research. The research will be lasted for a whole term. “Action research might be described as an inquiry conducted into a particular issue of current concern, usually undertaken by those directly involved with the aim of implementing a change in a specific situation" (Hitchcock & Hughes, 1989,p.7).
   “Action research is a form of self-reflective enquiry undertaken by participants in social (including educational) situations in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situations (and institutions) in which these practices are carried out" (Kemmis & Taggart, 1982, p.5). In recent years, action research is considered as a systematic and collaborative effort aimed at solving classroom problems. It is also the effective way for the language teachers to develop their professional career. Action research overlaps the areas of professional development and conventional research, and for some practicing teachers may well from a bridge between the two. The aim, however, is not to turn the teacher into a researcher, but to help him or her to continue to develop as a teacher, using action research as a tool in this process.( Michael J. W 2000:18)
   Based on these theories on motivation, combining with the current situation, the author is planning to conduct an action research, concerning about several issues:
a.)  Try to improve the students’ intrinsic motivation of English learning through carrying out several strategies in daily teaching ;
b.)  Owing to the main reason of demotivation of the students, the action research will focus on creating opportunities for the students to experience success by carrying some strategies in listening teaching,  enhancing their self-confidence through activities after listening, and then improving their motivation in group work, and at last, promoting the formation of the good cycle of learning.

二、研究方案
1．研究目標、研究內容和擬解決的關鍵問題
Based on the literature review of the motivation， action research and listening, the close relationship between motivation and listening has been recognized. This study is designed as an action research, aiming at improving the students’ intrinsic motivation through teaching listening.
The major content of this research is, by conducting an action research, to explore the effective ways to promote their motivation in English learning by carrying out the seven strategies as follow:
a). proper goals setting strategy.
   b). timely feedback strategy.
   c). success experiencing strategy
   d). competition and cooperation strategy.
   e). curiosity & interest-arousing strategy.
   f). sense of achievements strategy. #p#分頁標題#e#
g). protecting motivation strategy.
Hopefully, through this research, these demotivated students will be motivated

2．擬采取的研究方法（或技術路線、實驗方案）及可行性分析
Research Methodology:
Action research will be used in this research. The research will be lasted for a whole term( from March to July).
Participants of the research:
  59 students of Grade Eight in a suburban middle school in Guiyang City, the capital city of Guizhou Province.
The current situation of the students: in the final exam of the first term in Grade Seven, only 8 students of 58 got a score over 80, and 19 students got a score over 60, while 23 students got a score under 40. In the final exam of the second term in Grade Seven, only 6 students of 58 got a score over 80, and 17 students got a score over 60, while 28 students got a score under 40.
Research plan:
 
Step One.  Pre-research
1. Questionnaires concerning the students’ attitude, belief, motivation, listening ability, background and their parents’ views on English learning will be conducted.
2. Analysis of these questionnaires will be done by using Excel.
3. Interviews will be done during some students and parents, and the result will be used as a supplement and judgment of the analysis of the questionnaires.

Step Two.  While-research
1.Based on the current situation of the students, the action research will be carried out the following seven strategies as follow:
1). Proper goals setting strategy.
  The students are in their second year in learning English, but they have learnt so little English. To set a proper learning goal for them will provide opportunities for them to experience success. When they feel they can do it and get a sense of achievement, they will feel interested in learning English. So, their intrinsic motivation will be improved.
2). Timely feedback strategy.
  The author will give timely feedback to the students after each task. Praises and encouragements will be used to stimulate the students to involve themselves in next task.
3). Success experiencing strategy.
  The author will arrange special class to guide the students to find the close relationship between the pronunciation and spelling of a word. It will be helpful for the students to keep English words in their mind quickly and firmly.
4). Competition and cooperation strategy.
   The class will be divided in 14 groups, in which they will help each other and learn from each other. At the same time, the students will be given some competitions every week in words dictation and story listening.
5). Curiosity & interest-arousing strategy.
   The author will arrange special listening class for the students to listen to some short funny stories, to guess some riddles, to sing nice English songs or to watch English movies.
6). Sense of achievements strategy. #p#分頁標題#e#
   The students will be asked to conclude what they have learned every week in their learning diary. They will also be given opportunities to show their achievements in learning.
2. Two classes and interviews will be recorded every month.
Teaching dairy and students’ learning dairy will be done as useful materials, combining with the analysis of video recorder, to modify the research.

Step Three.  Post-research
  1.Questionaires and interviews concerning the students’ attitude, belief, motivation, listening ability, background and their parents’ views on English learning will be conducted.
  2. Excel and SPSS13.0 will be used to analyze the result the questionnaires and the final examination scores.

3．本研究的特色與創新之處
There are so many researches conducted in terms of motivation. Although recent decade also has witnessed some research among middle students, few of researches have done among such a special groups, in which three quarters of students neither have lost their interest or confidence in English leaning, nor did they give up learning at all when they are in the second year of learning English. In fact, this is universal in some suburban middle schools. It is urgent to explore the effective ways to motivate the students in daily teaching.
 This thesis aims at the root reason why the students lacking of motivation at the second year after they entered middle school. The focus will be located on the process to promote the students’ intrinsic motivation during the action research.

4．預期的dissertation進展和成果
The results of the research are expected to achieve as following three aspects:
1) Stimulating the students’ motivation through effective strategies carried out in listening teaching.
2) Promoting the author's professional development through action research
  Through action research, it is hopeful that the author can become more professional, more interested in pedagogical aspects of higher education and more motivated to integrate their research and teaching interests in a holistic way. This，in turn can not only lead to the author's greater career satisfaction, but more to the improvement of learning and teaching and contributions to the advancement of teacher's professional development.
3) Popularizing the research outcomes to other suburban schools
If it is found that there is a success in promoting the students’ intrinsic motivation by carrying out effective strategies in listening teaching, the success can be referred to by junior middle school English teachers in their daily teaching to treat the students who have no good learning habits, no interest, and no motivation through listening.

三、dissertation大綱
CONTENT
ACKNOWLEDGEMENTS
ABSTRACT IN ENGLISH
ABSTRACT IN CHINESE
CHAPTER ONE INTRODUCTION
1 .1 Introduction.
1.2 Background of the Study#p#分頁標題#e#
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Research Questions
CHAPTER TWO LITERATURE REVIEW
2.1. Introduction
2.2. An Introduction to motivation.
2.2.1. Definition of motivation.  
2.2.2 Classification of motivation.
2.2.3 Important motivational factors
2.2.4. Significance of motivation in English learning.
2.2.5. Requirements of Curriculum Standard for Motivation
2.2.6.Requirement of Current Status
2.2.7 Related Theories 
2.2.7.1 Humanistic views of motivation.
     2.2.7.2 Behavioral views of motivation
2.2.7.3 Expectancy x value theory
2.2.7.4. Self-efficacy theory
2.2.7.5. Goal theory
2.3. An Introduction to Listening.
2.3.1 The significance of Listening as input of language learning.
2.3.2 The input hypothesis
2.3.3 The relationship between Listening Comprehension and motivation.
2.3.4 General Principles in Teaching Listening Comprehension.
2.3.5 English Course Standard
   2.3.6 Relevant Researches
   2.3.7 The current situation of the students in suburban middle school.
2.4A Brief Overview of Action Research (AR)
   2.4.1 Definition of Action Research
   2.4.2 Procedure of Action Research
   2.4.3 Action Research in Education
CHAPTER THREE THE DESIGH OF THE ACTION RESEARCH
3.1 Introduction
3.2 Research Participants 
3.2.1 General introduction of the participants
   3.2.2 The Researcher
3.3 Instruments for Data Collection
3.3.1. Questionnaires
   3.3.2 Interview
   3.3.3 Students' Reflective Records.
   3.3.4 Teacher’s teaching dairy.
   3.3.5 Videos of English class.
CHAPTER FOUR PROCEDURE OF ACTION RESEARCH
4.1. Preliminary Investigation 
4.1.1 The students’ the final examination sores of the second term in Grade Seven.
4.1.2 The result and analysis of listening test before the research.
4.1.3 The result and analysis of the students’ learning habits.
4.1.4 The result and analysis of motivation.
4.1.5 The result and analysis of self-confidence before the survey.
4.1.6 The interview before the survey.
4.1.7 The result and analysis of the parents’ questionnaire before the survey.
4.2 Hypothesis of the action research
4.3. Teaching Strategies for Stimulating English Learning Motivation
4.3.1. Proper goals setting Strategies.
   4.3.2. Timely Feedback Strategies.
   4.3.3 Success Experiencing Strategies
   4.3.4 Competition and Cooperation Strategies.
   4.3.5 Curiosity & Interest-Arousing Strategies.
   4.3.6 Sense of achievements Strategies.
4.4.Summary
CHAPTER FIVE RESULTS AND DISCUSSIONS#p#分頁標題#e#
5.1. Introduction to the results of posttest.
5.1.1. The students’ the final examination sores of the second term in Grade Eight.
5.1.2 The result and analysis of listening posttest.
5.1.3 The result and analysis of motivation.
5.1.4 The interview after the research.
5.1.5 The result and analysis of the parents’ questionnaire after the research.
5.2. Analysis of posttest results.
5.3.Summary
CHAPTER SIX CONCLUSION
6.1 Introduction.
6.2 Findings of the Study.
6.2.1 The Factors that Influence Students' motivation in Learning English at the beginning stage.
6.2.2 Efficient Ways to motivate Students' motivation in English Learning
6.3 Implications of the Study
6.3.1 Implications for Teaching.
6.3.2 Implications for Teachers' Professional Development
6.4 Limitations of the Study and Suggestions for Further Study
6.4.1 Limitations of the Study
6.4.2 Suggestions for Further Study.
Bibliography
Appendix 1 The Outline of the Interview
Appendix 2 The Questionnaire
Appendix 3 The Achievements of the Pretest and the Posttest..

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