英语项目学习模式对学习动机的影响因素探究

List of Abbreviations

Chapter One Introduction

1.1 Background of the study

1.2 Objectives of the study

1.3 Significance of the study

1.3.1 Theoretical significance

1.3.2 Methodological significance

1.3.3 Pedagogical significance

1.4 Outline of the dissertation

Chapter Two Literature Review of PBL

2.1 Concepts of PBL

2.2 Theoretical foundations for PBL

2.3 Essentials of PBL

2.4 Key features of PBL

2.5 Benefits and challenges of PBL

2.5.1 Benefits of PBL

2.5.2 Challenges of PBL

2.6 Summary

Chapter Three Literature Review of Motivation

3.1 Motivation defined

3.1.1 Definitions of motivation in general

3.1.2 Definitions of L2/FL learning motivation

3.1.3 Classifications of motivation

3.2 Learning motivation

3.2.1 Motivation and L2/FL learning

3.2.2 Motivation and technology-enhanced language learning

3.3 Typical models of motivation

3.3.1 Gardner's socio-educationalmodels

3.3.2 Schumann's acculturation model

3.3.3 Williams and Burden's social constructivist model

3.3.4 Dtrnyei's models of FL/L2 learning motivation

3.4 Constructs of motivation

3.4.1 Self-efficacy

3.4.2 Anxiety

3.4.3 Self-confidence

3.4.4 Attribution

3.4.5 Expectancy-value

3.4.6 Goals

3.4.7 Self-determination

Chapter Four Research Design

4.1 Working definitions of PBL and motivation

4.2 Theoretical foundations

4.2.1 Thecognitive perspective

4.2.2 The social constructivist perspective

4.3 The conceptual networked PBL model of motivation

4.4 Research questions

4.5 Designing principles， procedure， participants and instruments

4.5.1 Designing principles

4.5.2 Procedure

4.5.3 Participants

4.5.4 Instruments

4.5.5 Data collection & analysis

Chapter Five. Results and DiscUssions.

5.1 Reliability. and validity of the questionnaire

5.1.1 Reliability

5.1.2 Validity

5.2 Features of the networked PBL model that affect learning motivation

5.2.1 General analysis of the motivational factors

5.2.2 Gender-based analysis of the motivational factors

5.2.3 Major-based analysis of the motivational factors

5.3 Possible learning achievements the networked PBL model leads to

5.3.1 Discussions on the questionnaire

5.3.2 Discussions on the students' self-reports

5.4 Smnmary

Chapter Six Conclusion

6.1 Major findings

6.1.1 Motivational factors in the networked PBL model

6.1.2 Possible learning achievements the networked PBL model leads to 180

6.1.3 The modified networked PBL model of motivation

6.2 Implications of the study

6.2.1 Theoretical implications

6.2.2 Methodological implications

6.2.3 Pedagogical implications

6.3 Limitations of the study

6.3.1 Sample size

6.3.2 Time constraints

6.3.3 Research experience

6.4 Suggestions for future research

Bibliography

Acknowledgements

Appendixes

Appendix I

Appendix II

Appendix III

Appendix IV

《英语项目学习模式对学习动机的影响因素探究：一项网络环境下基于东北大学的实证研究》为博士论文，作者王勃然从社会建构主义出发，探究了项目学习模式影响大学英语学习动机的诸多因素。《英语项目学习模式对学习动机的影响因素探究：一项网络环境下基于东北大学的实证研究》共有六章，分别从4个问题入手，分析了网络项目学习模式中的重要特质，提出网络项目学习模式和内在动机构念应该共同作用，一起提高学生的学习成就。结果表明项目学习的九大特质对动机构念有着程度不一、效果明显的影响，可归为主要和次要动机因素。研究结果对于设计和实施项目学习活动的教师具有重要的参考意义。