声明
Acknowledgements
Contents
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Significance
1.3 Organization of the Study
Chapter Two Literatu re Review
2.1 Guided Inquiry Learning
2.1.1 Definitions
2.1.2 Research on Guided Inquiry Learning at Home
2.1.3 Research on Guided Inquiry Learning Abroad
2.2 Task Motivation
2.2.1 Definitions
2.2.2 Research on Task Motivation at Home
2.2.3 Research on Task Motivation Abroad
2.3 Summary
Chapter Three Theoretical Framework
3.1 Constructivism
3.1.1 Vygotsky
3.1.2 Piaget
3.1.3 Dewey
3.1.4 Bandura
3.1.5 Summary
3.2 Motivational Theories
3.2.1 The Socio-Psychological Period
3.2.2 Cognitive-Situated Period
3.2.3 Motivation and Foreign Language Learning
Chapter Four Methodology
4.1 Participants
4.2 Instruments
4.3 Research Questions and Hypothesis
4.4 Procedures
4.4.1 Pre-test
4.4.2 Design of a Guided Learning Material
4.4.3 Process Model of Motivation
4.4.4 Post-test
4.5 Analysis and Results
4.5.1 Questionnaires
4.5.2 Interviews
4.5.3 Classroom Observation
4.5.4 A Comparison of Testing Results
Chapter Five Discussion
5.1 Effects of Guided Inquiry Learning on Task Motivation
5.2 Effects of Guided Inquiry Learning on Language Achievement
Chapter Six Conclusion
6.1 Summary
6.2 Implications
6.3 Limitations of the study and suggestions for future study
References
Appendix