摘要
Abstract
Contents
Abbreviations
List of Tables
Chapter 1 Introduction
1.1 Background for the Study
1.2 Purpose of the Present Study
1.3 Significance of the Present Study
1.4 Organization of the Thesis
Chapter 2 Literature Review
2.1 Defining and Classifying English Learning Motivation
2.1.1 Definitions of English Learning Motivation
2.1.2 Classifications of English Learning Motivation
2.2 Defining and Classifying Learning Procrastination
2.2.1 Definitions of Learning Procrastination
2.2.2 Classifications of Learning Procrastination
2.3 Brief Reviews of Researches on the Correlation between ELM and LP
2.3.1 Relevant Studies Abroad
2.3.2 Relevant Studies in China
2.4 Theoretical Framework of the Research
Chapter 3 Research Design
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 English Learning Motivation Questionnaire
3.3.2 Learning Procrastination Questionnaire
3.4 The Procedure of Study
3.4.1 Data Collection
3.4.2 Data Analysis
Chapter 4 Results and Discussion
4.1 An Overall Description of English Learning Motivation of Non-English Major Students
4.1.1 Situations of Students’ Certificate Motivation
4.1.2 Situations of Students’ Immediate Achievement Motivation
4.1.3 Situations of Learners’ Individual Development Motivation
4.1.4 Situations of Learners’ Intrinsic Interest Motivation
4.1.5 Situations of Learners’ Learning Situation Motivation
4.1.6 Situations of Learners’ Information Medium Motivation
4.1.7 Situations of Learners’ Social Responsibility Motivation
4.1.8 Situations of Learners’ Going Abroad Motivation
4.2 An Overall Description of Learning Procrastination
4.2.1 Situations of Learners’ Arousal Procrastination
4.2.2 Situations of Learners’ Avoidant Procrastination
4.3 Correlation Analysis between Students’ ELM and LP
4.3.1 Correlation Analysis between ELM and LP in High-Score Group
4.3.2 Correlation Analysis between ELM and LP in Mediate-Score Group
4.3.3 Correlation Analysis between ELM and LP in Low-Score Group
4.4 Discussion
4.5 Major Findings
4.6 Implications
4.6.1 Recognizing Students’ ELM and LP
4.6.2 Building up a Harmonious Teaching and Learning Situation
4.6.3 Enhancing Students’ Intrinsic Interest Motivation
4.6.4 Making Differential Feedbacks at Different Level Students
Chapter 5 Conclusion
5.1 Conclusion
5.2 Limitations of the Research
5.3 Suggestions for Future Research
Bibliography
Appendices
Appendix A 英语学习动机调查问卷
Appendix B 学习拖延量表
Publications during the Postgraduate Program
Acknowledgements
声明