中专学校外语学习动机初探
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摘要
中国的改革开放对外语教学提出了更高的要求，而提高学生的外语学习动机亦随之成为人们的一个关注焦点。然而，国内中专学校中存在的一些问题已经对学生的外语学习动机造成了负面的影响。本文从动机，特别是外语学习动机出发，试图通过调查分析，发现当前中专学校中存在的对学生外语学习不利的因素，并提出相应的解决方法。本文的第一章简要介绍了关于动机的一些分类、理论和研究，并将侧重点放在动机在学习中，特别是在外语学习中所起的作用上。第二章将详细介绍作者进行调查的目的、背景、参与者、方式以及步骤。第三章将就调查结果进行分析讨论，以期发现存在的问题，并在语言、学习者和学习环境这三个层面上提出相应的解决方法。最后一章将对全文进行总结。尽管本文的调查与结论都主要是针对中专学校的，但是作者希望这些调查结果和解决方法对于普通高中的英语教学也能有所帮助。
China's reform and opening-up has set higher demand for foreign language learning and teaching. How to stimulate students' motivation in foreign language learning has thus become a hot issue. Some serious problems in the secondary vocational school in China, however, have produced negative effects on students' foreign language learning motivation. Starting with the theories on motivation, especially on foreign language learning motivation, this thesis attempts to detect the factors that may have negative effects on students' foreign language learning motivation in the secondary vocational school by means of investigation, analysis and discussion, and then suggests the solutions.
The thesis consists of four parts: an introduction and three chapters. The first part gives a brief introduction of some related theories and studies in the field of motivation, with priority given to motivation in learning, and special attention is attached to the discussion of foreign language learning motivation. The second part describes the investigation (including the purpose, background, participants, method and procedure) made by the
author. The third part goes on to analyze and discuss the results of the investigation, and solutions on the three levels of foreign language learning motivation (namely the Language Level, the Learner Level, and the Learning Situation Level) are suggested. In the fourth part, a conclusion of the thesis is made.
While the investigation is mainly designed for the secondary vocational school, and the solutions are also provided in response to the problems in such schools, the author expects that the results of the investigation and the solutions suggested can also be of some help to English teaching and learning in the common senior middle school.
China's reform and opening-up has set higher demand for foreign language learning and teaching. How to stimulate students' motivation in foreign language learning has thus become a hot issue. Some serious problems in the secondary vocational school in China, however, have produced negative effects on students' foreign language learning motivation. Starting with the theories on motivation, especially on foreign language learning motivation, this thesis attempts to detect the factors that may have negative effects on students' foreign language learning motivation in the secondary vocational school by means of investigation, analysis and discussion, and then suggests the solutions.
The thesis consists of four parts: an introduction and three chapters. The first part gives a brief introduction of some related theories and studies in the field of motivation, with priority given to motivation in learning, and special attention is attached to the discussion of foreign language learning motivation. The second part describes the investigation (including the purpose, background, participants, method and procedure) made by the
author. The third part goes on to analyze and discuss the results of the investigation, and solutions on the three levels of foreign language learning motivation (namely the Language Level, the Learner Level, and the Learning Situation Level) are suggested. In the fourth part, a conclusion of the thesis is made.
While the investigation is mainly designed for the secondary vocational school, and the solutions are also provided in response to the problems in such schools, the author expects that the results of the investigation and the solutions suggested can also be of some help to English teaching and learning in the common senior middle school.
引文
1 Johnstone, R. (1999) Research on Learning and teaching: (1997-98) [J]. Language Teaching 32: 137-56.
2 Williams, M. & Burden R. L. (1997) Psychology for language Teachers, Cambridge: CUP.
3 Printrich & Schunk (1978) Improvement of foreign language pronunciation under hypnosis: A preliminary study, Language learning 28:145-148.
4 Dornyei, Z. (1994). Motivation and motivation in the foreign language classroom [J]. The Modern Language Journal 78-3:273-84.
5 Deci E. L & Ryan R. M. (1985). Intrinsic Motivation and Self-determination in Human Behaviour New York: Plenum. P. 245.
6 Ibid.
7 Brown, H. D. (1994). Teaching by Principles. Englewood Cliffs, NJ: Prentice Hall. P. 338.
8 Vivian Cook. (1996). Second Language Learning and Language Teaching,(second edition), London: Edward Arnold. P. 96-100.
9 Gardner R. C. & MacIntyre P. D. (1991). An Instrumental Motivation in Language Study: Who Says It Isn't Effective? Studies in Second Language Acquisition 13:57-72.
10 Gardner R. C. (1985). The Role of Attitudes and Motivation, Social psychology and Second Language learning, London: Edward Arnold.
11 Maslow, A. H. (1970); Motivation and personality, Second Edition, New Tork: Harper & Row.P68-86.
12 Ames, Carole. (1992). Classrooms: Goals, Structures and Student Motivation. Journal of Educational Psychology, 84:267-71.
13 Ausubel, David P., JosephD. Nova & Helen Hanesian (1978). Educational Psychology:A Cognitive View. 2nd ed. New York: Holt, Rinehart.P123-133.
14 Deci E. L. & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in Human Behaviour. New York: Plenum. P86-98.
15 Deci, E.L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation in Education: The Self-determination Perspective. The Educational Psychologist 26: 325-346.
16 Deci, E. L. & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in Human Behaviour. New York: Plenum; Deci, E.L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation in Education: The Self-determination Perspective. The Educational Psychologist 26: 325-346;
17 Deci, E.L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation in
Education: The Self-determination Perspective. The Educational Psychologist 26: 325-346.
18 Gardner R. C. & Lambert R. C. (1959). Motivational Variables in Second Language Acquisition. Canadian Journal of Psychiligyl 3: 266-272.
19 Clement, el al.(1994). Motivation, Self-confidence, and Group Cohesion in the Foreign Language Classroom [J]. Language Learning, 44(3): 417-448.
20 Gardner R. C. & Lambert R. C. (1959). Motivational Variables in Second Language Acquisition. Canadian Journal of Psychiligyl 3: 266-272.
21 Gardner R. C. (1981). On the Development of The Attitude/Motivation Test battery. Canadian Modern Language Review 37:510-25.
22 Gardner, R. C., Smythe, P. C., Clement, P. & Glliksman, L. (1976). Second Language Acquisition: A Social Psychological Perspective. Canadian Modern Language Review, 32: 198-213.
23 Ibid.
24 Gardner R. C. (1981). On the Development of The Attitude/Motivation Test battery. Canadian Modern Language Review 37:510-25; Gardner R. C. (1985). The Role of Attitudes and Motivation. Socialpsychology and Second Language learning, London: Edward Arnold.
25 Gardner R. C. (1985). The Role of Attitudes and Motivation Social psychology and Second Language learning, London: Edward Arnold.
26 Ibid.
27 Kraemer, R., & Olshtain, E. (1989). Perceived ethnolinguistic vitality and language attitudes: The Israeli setting. Journal of Multilingual and Multicultural Development, 10: 197-212.
28 Lett, J. A. & O'Mara, F. E.(1989). Predictors of Success in an Intensive Foreign Language Learning Context: Models of Language Learning at the Defense Language Institute Foreign Language Center In T.S. Parry & C.W. Stansfield (Eds). Language Aptitute Reconsidered Englewood Cliffs, N J: Prentice Hall Regent/Center for Applied Linguistics.p68-78.
29 Dornyei, Z. (1998). Motivation in second and foreign language learning [J]. Language Teaching 31-3: 117-135.
30 Lamber, W.E., &tucker, G. R.(1972).Bilingual Education of Children: The St. Lambert Experiment. Rowley, MA: Newbury House.p133-141.
Ames, C. (1992). Classrooms: Goals, Structures and Student Motivation, Journal of Educational Psychology 8: 261-271
Abramson, L. Y., Seligman, M.E.P., & Teasdale, J. D. (1978). Learned Helplessness in Humans: Critique and Reformulation, Journal of Abnormal Psychology 87:49-74
Ausubel, D.A. (1968). Educational Psychology: A cognitive view. New York: Holt, Rinehart & Winston.
Ames, Carole. (1992). Classrooms: Goals, Structures and Student Motivation, Journal of Educational Psychology 84:267-71.
Ausubel, David P., JosephD. Nova & Helen Hanesian. (1978). Educational Psychology." A Cognitive View. 2nd ed. New York: Holt, Rinehart.
Brown, H. D. (1994). Teaching by Principles. Englewood Cliffs, N J: Prentice Hall.
Brown, H. D. (1990). Mr. & Ms for Language Classrooms? Another Look at Motivation. In J. E. Alatis (Ed.), Georgetown University Round Table on Language and Linguistics: 383-393.
Cardner, R. C., & Lambert, W. E.(1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House.
Clemen, et al. (1994).. Motivation, Self-confidence, and Group Cohesion in The Foreign Language Classroom, Language learning 44(3): 417-448.
Dornyei, Z. (1994). Motivation and Motivation in the Foreign Language Classroom
[J]. The Modern Language Journal 78-3:273-84.
Dornyei, Z. (1998). Motivation in Second and Foreign Language Learning [J]. Language Teaching 31-3: 117-135.
Dornyei, Z.& K. Csizer, (1998). Ten commandments for motivating, Language Learners: Research 2-3: 203-29.
Dornyei (1994) Understanding L2 Motivation: or with the challenge. The Modern Language Journal 28:515-523
Deci, E. L., & Ryan, R. M. (1995). Human Autonomy: The Basis fir true Self-esteem. In M. H.Kernis(Ed.), Efficacy, Agency and Self-esteem(pp.31-49). NewYork: Plenum.
Deci, E.L., Vallerand, R.J., Pelletier L.g., & Ryan, R. M. (1991). Motivation in Education: The Self-determination Perspective. The Educational Psychologist 26: 325-346.
Dickinson, L. (1995). Autonomy and Motivation. A Literature Review, System23: 165-174.
Dornyer, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. Modern Language Learning78: 273-284.
Deci, E. L & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in Human Behaviour. New York: Plenum.
Deci, E.L. (1992) 'The Relation of Interest to the Motivation of Behaviour: A Self-Determination Perspective' in Renninger K. A., Hidi S. and Krapp 's. (eds.) The Role of Interest in Learning and Development New Jersey: Lawrence Erlbaum: 43-70
Gardner, R. C. & Lambert, W. E. (1959). Motivational Variables in Second
Language Acquisition. Canadian Journal of Psychiligyl 3: 266-272.
Gardner, R.C. & Lambert,W.E.(1965).Language Aptitude, Intelligence and Second Language Achievement. Journal of Education Psychology 56:191-99
Gardner, R. C., Smythe, p. c., Clement, P. & Glliksman, L. (1976). Second Language Acquisition: A Social Psychological Perspective. Canadian Modern Language Review, 32: 198-213.
Gardner, R. C. & MacIntyre, E D. (1991). An Instrumental Motivation in Language Study: Who Says It Isn't Effective? Studies in Second Language Acquisition 13:57-72.
Gardner, R. C. & Tremblay, P. F. (1994). "On Motivation, Research Agendas, and Theoretical Perspectives." Modern Language Journal 79:359-368.
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
Gardner, R. C. & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, mass: New-bury House,
Gardner, R. C. (1981). On the Development of The Attitude/Motivation Test battery. Canadian Modern Language Review 37:510-25.
Gardner, R. C., Smythe, P. C. & Brunet, G. R. (1997). Intensive Second Language Study: Effects on Attitudes, Motivation and French Achievement. Language Learning 27:243--61.
Gardner, R. C. (1985). The Role of Attitudes and Motivation. Social psychology and Second Language learning, London: Edward Arnold.
Gardner, R.C.& Lambert, W. E. (1959). Motivational Variables in Second Language Acquisition. Canadian Journal of Psychologyl 3,266-272.
Gartl Theisen & Catole Ames (1986) Educational Psychology, Englewood Cliffs, NJ: prentice Hall.
Johnstone, R (1999) Research on Learning and Teaching: (1997-98) [J]. Language Teaching 32:137-56
Janice.T. Gibson Louis A Chandlek. (1985)Educational Psychology, New Jersey: Prentice Hall: 301-322
Kraemer, R., & Olshtain, E. (1989). Perceived Ethnolinguistic Vitality and Language Attitudes: The Israe Li setting. Journal of Multilingual and Multicultural Development, 10: 197-212.
Lambert, W. E. (1972). Language, Psychology, and Culture: Essays by Wallace E. Lambert. (A. S. Dil, Ed.). Stanford, CA: Stanford University Press.
Lambert, W. E., & Tucker, G.R.(1972). Bilingual Education of Children." The St. Lambert experiment. Rowley, MA: Newbury House.
Maslow, A. H. (1970); Motivation and Personality, Second Edition, New York: Harper & Row.
Lett, J. A. & O'Mara, F. E.(1989). Predictors of Success in an Intensive Foreign Language Learning Context: Models of Language Learning at the Defense Language Institute Foreign Language Center In T.S. Parry & C.W. Stansfield (Eds). Language Aptitute Reconsidered Englewood Cliffs, NJ: Prentice Hall Regent/Center for Applied Linguistics.p68-78.
Oxford, R. L. & Shearin J. (1996). Language Learning Motivation in A New Key. In R. L, Oxford (Ed), Language Learning Motivation: Pathways to the New Century (pp. 121-160). Honolulu: University of Hawaii Press.
Penny Ur (2000). A Course in Language Teaching." Practice and Theory,
Cambridge, England: Foreign Language Teaching and Research Press & Cambridge university press: 274-281.
Printrich & Schunk (1978). Improvement of Foreign Language Pronunciation under Hypnosis: A Preliminary Study, Language Learning 28:145-148.
R.C.Gardner & E D. Maclntyre (1993). A Student's Contributions to Second-Language Learning. Part Ⅱ: Affective Variables, Language Teaching 26: 1-11.
Sandra Lee Mckay & Nancy H. Hornberger (2001). Sociolinguistics and Language Teaching, Cambridge University Press: 3-11,19-20.
Thomas, L. Good. (1986). Teacher Behavior and Student Achievement. Handbook of Research on Teaching. Ed. Merlin C. Wittrock, New York: Macmillan: 328-75.
Woolfolk, A. E. (1990). Educational Psychology, New Jersey: Prentice Hall: 231-315.
Williams, M, and Burden, R. L. (1997). Psychology for Language Teachers, Cambridge: CUP.
Williams, F, (1973). Some research notes on dialect attitudes and stereotypes. In R. Shuy and R. Fasold (Eds.), Language Attitudes: Current Trends and Prospects. Washington, D.C: Georgetown University Press.
Williams, F. (1976). Explorations in the Linguistic Attitudes of Teachers. Rowley, MA: Newbury House.
Williams, G. (1992). Sociolinguistic: A Sociological Critique. London: Routledge.
王立非(2000)现代外语教学论(A survey of Modern Second Language Learning & Teaching)上海：上海教育出版社．P．163-167．
2 Williams, M. & Burden R. L. (1997) Psychology for language Teachers, Cambridge: CUP.
3 Printrich & Schunk (1978) Improvement of foreign language pronunciation under hypnosis: A preliminary study, Language learning 28:145-148.
4 Dornyei, Z. (1994). Motivation and motivation in the foreign language classroom [J]. The Modern Language Journal 78-3:273-84.
5 Deci E. L & Ryan R. M. (1985). Intrinsic Motivation and Self-determination in Human Behaviour New York: Plenum. P. 245.
6 Ibid.
7 Brown, H. D. (1994). Teaching by Principles. Englewood Cliffs, NJ: Prentice Hall. P. 338.
8 Vivian Cook. (1996). Second Language Learning and Language Teaching,(second edition), London: Edward Arnold. P. 96-100.
9 Gardner R. C. & MacIntyre P. D. (1991). An Instrumental Motivation in Language Study: Who Says It Isn't Effective? Studies in Second Language Acquisition 13:57-72.
10 Gardner R. C. (1985). The Role of Attitudes and Motivation, Social psychology and Second Language learning, London: Edward Arnold.
11 Maslow, A. H. (1970); Motivation and personality, Second Edition, New Tork: Harper & Row.P68-86.
12 Ames, Carole. (1992). Classrooms: Goals, Structures and Student Motivation. Journal of Educational Psychology, 84:267-71.
13 Ausubel, David P., JosephD. Nova & Helen Hanesian (1978). Educational Psychology:A Cognitive View. 2nd ed. New York: Holt, Rinehart.P123-133.
14 Deci E. L. & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in Human Behaviour. New York: Plenum. P86-98.
15 Deci, E.L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation in Education: The Self-determination Perspective. The Educational Psychologist 26: 325-346.
16 Deci, E. L. & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in Human Behaviour. New York: Plenum; Deci, E.L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation in Education: The Self-determination Perspective. The Educational Psychologist 26: 325-346;
17 Deci, E.L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation in
Education: The Self-determination Perspective. The Educational Psychologist 26: 325-346.
18 Gardner R. C. & Lambert R. C. (1959). Motivational Variables in Second Language Acquisition. Canadian Journal of Psychiligyl 3: 266-272.
19 Clement, el al.(1994). Motivation, Self-confidence, and Group Cohesion in the Foreign Language Classroom [J]. Language Learning, 44(3): 417-448.
20 Gardner R. C. & Lambert R. C. (1959). Motivational Variables in Second Language Acquisition. Canadian Journal of Psychiligyl 3: 266-272.
21 Gardner R. C. (1981). On the Development of The Attitude/Motivation Test battery. Canadian Modern Language Review 37:510-25.
22 Gardner, R. C., Smythe, P. C., Clement, P. & Glliksman, L. (1976). Second Language Acquisition: A Social Psychological Perspective. Canadian Modern Language Review, 32: 198-213.
23 Ibid.
24 Gardner R. C. (1981). On the Development of The Attitude/Motivation Test battery. Canadian Modern Language Review 37:510-25; Gardner R. C. (1985). The Role of Attitudes and Motivation. Socialpsychology and Second Language learning, London: Edward Arnold.
25 Gardner R. C. (1985). The Role of Attitudes and Motivation Social psychology and Second Language learning, London: Edward Arnold.
26 Ibid.
27 Kraemer, R., & Olshtain, E. (1989). Perceived ethnolinguistic vitality and language attitudes: The Israeli setting. Journal of Multilingual and Multicultural Development, 10: 197-212.
28 Lett, J. A. & O'Mara, F. E.(1989). Predictors of Success in an Intensive Foreign Language Learning Context: Models of Language Learning at the Defense Language Institute Foreign Language Center In T.S. Parry & C.W. Stansfield (Eds). Language Aptitute Reconsidered Englewood Cliffs, N J: Prentice Hall Regent/Center for Applied Linguistics.p68-78.
29 Dornyei, Z. (1998). Motivation in second and foreign language learning [J]. Language Teaching 31-3: 117-135.
30 Lamber, W.E., &tucker, G. R.(1972).Bilingual Education of Children: The St. Lambert Experiment. Rowley, MA: Newbury House.p133-141.
Ames, C. (1992). Classrooms: Goals, Structures and Student Motivation, Journal of Educational Psychology 8: 261-271
Abramson, L. Y., Seligman, M.E.P., & Teasdale, J. D. (1978). Learned Helplessness in Humans: Critique and Reformulation, Journal of Abnormal Psychology 87:49-74
Ausubel, D.A. (1968). Educational Psychology: A cognitive view. New York: Holt, Rinehart & Winston.
Ames, Carole. (1992). Classrooms: Goals, Structures and Student Motivation, Journal of Educational Psychology 84:267-71.
Ausubel, David P., JosephD. Nova & Helen Hanesian. (1978). Educational Psychology." A Cognitive View. 2nd ed. New York: Holt, Rinehart.
Brown, H. D. (1994). Teaching by Principles. Englewood Cliffs, N J: Prentice Hall.
Brown, H. D. (1990). Mr. & Ms for Language Classrooms? Another Look at Motivation. In J. E. Alatis (Ed.), Georgetown University Round Table on Language and Linguistics: 383-393.
Cardner, R. C., & Lambert, W. E.(1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House.
Clemen, et al. (1994).. Motivation, Self-confidence, and Group Cohesion in The Foreign Language Classroom, Language learning 44(3): 417-448.
Dornyei, Z. (1994). Motivation and Motivation in the Foreign Language Classroom
[J]. The Modern Language Journal 78-3:273-84.
Dornyei, Z. (1998). Motivation in Second and Foreign Language Learning [J]. Language Teaching 31-3: 117-135.
Dornyei, Z.& K. Csizer, (1998). Ten commandments for motivating, Language Learners: Research 2-3: 203-29.
Dornyei (1994) Understanding L2 Motivation: or with the challenge. The Modern Language Journal 28:515-523
Deci, E. L., & Ryan, R. M. (1995). Human Autonomy: The Basis fir true Self-esteem. In M. H.Kernis(Ed.), Efficacy, Agency and Self-esteem(pp.31-49). NewYork: Plenum.
Deci, E.L., Vallerand, R.J., Pelletier L.g., & Ryan, R. M. (1991). Motivation in Education: The Self-determination Perspective. The Educational Psychologist 26: 325-346.
Dickinson, L. (1995). Autonomy and Motivation. A Literature Review, System23: 165-174.
Dornyer, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. Modern Language Learning78: 273-284.
Deci, E. L & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in Human Behaviour. New York: Plenum.
Deci, E.L. (1992) 'The Relation of Interest to the Motivation of Behaviour: A Self-Determination Perspective' in Renninger K. A., Hidi S. and Krapp 's. (eds.) The Role of Interest in Learning and Development New Jersey: Lawrence Erlbaum: 43-70
Gardner, R. C. & Lambert, W. E. (1959). Motivational Variables in Second
Language Acquisition. Canadian Journal of Psychiligyl 3: 266-272.
Gardner, R.C. & Lambert,W.E.(1965).Language Aptitude, Intelligence and Second Language Achievement. Journal of Education Psychology 56:191-99
Gardner, R. C., Smythe, p. c., Clement, P. & Glliksman, L. (1976). Second Language Acquisition: A Social Psychological Perspective. Canadian Modern Language Review, 32: 198-213.
Gardner, R. C. & MacIntyre, E D. (1991). An Instrumental Motivation in Language Study: Who Says It Isn't Effective? Studies in Second Language Acquisition 13:57-72.
Gardner, R. C. & Tremblay, P. F. (1994). "On Motivation, Research Agendas, and Theoretical Perspectives." Modern Language Journal 79:359-368.
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
Gardner, R. C. & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, mass: New-bury House,
Gardner, R. C. (1981). On the Development of The Attitude/Motivation Test battery. Canadian Modern Language Review 37:510-25.
Gardner, R. C., Smythe, P. C. & Brunet, G. R. (1997). Intensive Second Language Study: Effects on Attitudes, Motivation and French Achievement. Language Learning 27:243--61.
Gardner, R. C. (1985). The Role of Attitudes and Motivation. Social psychology and Second Language learning, London: Edward Arnold.
Gardner, R.C.& Lambert, W. E. (1959). Motivational Variables in Second Language Acquisition. Canadian Journal of Psychologyl 3,266-272.
Gartl Theisen & Catole Ames (1986) Educational Psychology, Englewood Cliffs, NJ: prentice Hall.
Johnstone, R (1999) Research on Learning and Teaching: (1997-98) [J]. Language Teaching 32:137-56
Janice.T. Gibson Louis A Chandlek. (1985)Educational Psychology, New Jersey: Prentice Hall: 301-322
Kraemer, R., & Olshtain, E. (1989). Perceived Ethnolinguistic Vitality and Language Attitudes: The Israe Li setting. Journal of Multilingual and Multicultural Development, 10: 197-212.
Lambert, W. E. (1972). Language, Psychology, and Culture: Essays by Wallace E. Lambert. (A. S. Dil, Ed.). Stanford, CA: Stanford University Press.
Lambert, W. E., & Tucker, G.R.(1972). Bilingual Education of Children." The St. Lambert experiment. Rowley, MA: Newbury House.
Maslow, A. H. (1970); Motivation and Personality, Second Edition, New York: Harper & Row.
Lett, J. A. & O'Mara, F. E.(1989). Predictors of Success in an Intensive Foreign Language Learning Context: Models of Language Learning at the Defense Language Institute Foreign Language Center In T.S. Parry & C.W. Stansfield (Eds). Language Aptitute Reconsidered Englewood Cliffs, NJ: Prentice Hall Regent/Center for Applied Linguistics.p68-78.
Oxford, R. L. & Shearin J. (1996). Language Learning Motivation in A New Key. In R. L, Oxford (Ed), Language Learning Motivation: Pathways to the New Century (pp. 121-160). Honolulu: University of Hawaii Press.
Penny Ur (2000). A Course in Language Teaching." Practice and Theory,
Cambridge, England: Foreign Language Teaching and Research Press & Cambridge university press: 274-281.
Printrich & Schunk (1978). Improvement of Foreign Language Pronunciation under Hypnosis: A Preliminary Study, Language Learning 28:145-148.
R.C.Gardner & E D. Maclntyre (1993). A Student's Contributions to Second-Language Learning. Part Ⅱ: Affective Variables, Language Teaching 26: 1-11.
Sandra Lee Mckay & Nancy H. Hornberger (2001). Sociolinguistics and Language Teaching, Cambridge University Press: 3-11,19-20.
Thomas, L. Good. (1986). Teacher Behavior and Student Achievement. Handbook of Research on Teaching. Ed. Merlin C. Wittrock, New York: Macmillan: 328-75.
Woolfolk, A. E. (1990). Educational Psychology, New Jersey: Prentice Hall: 231-315.
Williams, M, and Burden, R. L. (1997). Psychology for Language Teachers, Cambridge: CUP.
Williams, F, (1973). Some research notes on dialect attitudes and stereotypes. In R. Shuy and R. Fasold (Eds.), Language Attitudes: Current Trends and Prospects. Washington, D.C: Georgetown University Press.
Williams, F. (1976). Explorations in the Linguistic Attitudes of Teachers. Rowley, MA: Newbury House.
Williams, G. (1992). Sociolinguistic: A Sociological Critique. London: Routledge.
王立非(2000)现代外语教学论(A survey of Modern Second Language Learning & Teaching)上海：上海教育出版社．P．163-167．