课堂英语教学中的任务型动机研究

Chapter 1  Introduction
  1.0  Introduction
  1.1  Motivation
    1.1.1  Definition of motivation
    1.1.2  Classification of motivation
      1.1.2.1  Integrative VS.instrumental motivation
      1.1.2.2  Intrinsic VS.extrinsic motivation
      1.1.2.3  Dornyei'S three-level model
      1.1.2.4  Motivation in the classroom
  1.2  Tasks
    1.2.1  Definition of task
    1.2.2  Classification of tasks
  1.3  Background of the research：linking motivation and task
  1.4  The significance of the research
  1.5  The overall structure of the dissertation
Chapter 2  Literature Review
  2.0  Introduction
  2.1  Studies on motivation
    2.1.1  Gardner'S studies on L2 motivation
      2.1.1.1  The socio.educational model
      2.1.1.2  The Attitude/Motivation Test Battery
      2.1.1.3  Comments
    2.1.2  Non-SL approach to L2 learning motivation
      2.1.2.1  Crookes and Schmidt'S study on L2 learning motivation
      2.1.2.2  Oxford and Shearin'S study on L2 learning motivation
      2.1.2.3  Comments
    2.1.3  Summary：converging divergences
      2.1.3.1  The revised socio-educational model
      2.1.3.2  Dornyei'S three-level model
      2.1.3.3  Conclusion
  2.2  Studies on tasks
    2.2.1  From the psycholinguistic perspective
      2.2.1.1  Long'S interaction hypothesis
      2.2.1.2  A‘cognitive approach'to tasks
      2.2.1.3  Communicative effectiveness
    2.2.2  From the socio-cultural perspective
      2.2.2.1  Vygostkian cultural historical psychology
      2.2.2.2  Vygotsky-inspired researches
    2.2.3  Comments
  2.3  Task motivation-linking motivation and task together
    2.3.1  Task motivation
    2.3.2  Task processing system
    2.3.3  Comments
  2.4  Summary
Chapter 3  Task Characteristic Model-A Proposed Framework
  3.0  Introduction
  3.1  Related literature of job enrichment and motivatiol
    3.1.1  Early studies on job design
    3.1.2  Motivation hygiene theory
    3.1.3  Expectancy theory
    3.1.4  Activation theory
    3.1.5  Socio-technical system theory
    3.1.6  Jobs and individual difference：an interactive approach
    3.1.7  Summary
  3.2  Hackman and Oldham'S studies on job enrichment
    3.2.1  The Job Characteristics Model
    3.2.2  Hackman and Oldham'S Job Diagnostic Survey
  3.3  The rationale of applying the JCM to task design in SLA
  3.4  Task Characteristics Model-a proposed framework
    3.4.1  Psychological states
    3.4.2  Task dimensions
    3.4.3   Individual growth need strength
    3.4.4  The outcome variable-internal task motivation
  3.5  Summary
Chapter 4  Task Diagnostic Survey-An Instrument to Test the Theory
  4.0  IntrOduction
  4.1  Conceptual basis of the instrument
  4.2  Development strategies
  4.3  Summary of materials available
  4.4  Description of the instrument
  4.5  Methodology
    4.5.1  Sample
    4.5.2  Data collection procedure
    4.5.3  Instrumentation
      4.5.3.1  Instrumentation for the TDS
      4.5.3.2  Instrumentation of the Task Rating Form
  4.6  Empirical properties of the TDS
    4.6.1  JDS scale reliabilities
    4.6.2  Objectivity of the task dimensions
    4.6.3  Means and variances of the TDS scales
    4.6.4  Relationships among the TDS scales
    4.6.5  Summary
  4.7  Summary
Chapter 5  Motivation through Task DesignnTest of a Theory
  5.0  Introduction
  5.1  Purpose of the study
  5.2  Research questions
  5.3  Analytical methods
  5.4  Results
    5.4.1  RelatiOnships of the task dimensions and psychological states with the outcomes
    5.4.2  Test of the mediating function of the psychological states
    5.4.3  Test of the moderating effect of growth need strength
  5.5  Discussion
    5.5.1  Summary of the findings
    5.5.2  Empirical validity of the Task Characteristics Model
    5.5.3  MPS as a summary measure of the task characteristics
    5.5.4  The nature and effect of growth need strength
    5.5.5  Applications of the Task Characteristics Model
    5.5.6  Diagnostic use of the TCM and TDS
  5.6  Summary
Chapter 6  Conclusion
  6.0  Introduction
  6.1  Main findings
  6.2  Contributions of this study
    6.2.1  Theoretical significance
      6.2.1.1  Adoption of a new approach
      6.2.1.2  Construction of a conceptual framework
    6.2.2   Methodological significance
    6.2.3  Pedagogical implication
      6.2.3.1  A set of action steps-from theory to practice
      6.2.3.2  Motivational practices in classroom
  6.3  Limitations
    6.3.1  From the theoretical perspective
    6.3.2  From the methodological perspective
  6.4  Recommendations for future research
Appendix  A
Appendix  B
Appendix  C
Appendix  D
References
Index