毕业论文关键词：形成性评价；动机；相关性

Contents

Acknowledgment I

摘要 II

Abstract III

Chapter 1 Introduction 1

1。1 Background of the Study 1

1。2 Significance of 源Q于D优G尔X论V文Y网wwW.yOueRw.com 原文+QQ75201`8766 the Study 1

1。3 Overall Structure of the Thesis 2

Chapter 2 Literature Review 3

2。1 Motivation 3

2。2 Formative Assessment 4

2。3 The Relationship between Formative Assessment and Motivation 5

Chapter 3 Research Methodology 6

3。1 Research Hypothesis 6

3。2 Participants 6

3。3 Instruments 7

  3。3。1 Questionnaires 7

  3。3。2 Tests 7

  3。3。3 Formative assessment strategies 7

3。4 Procedures 7

3。5 Data Collection 9

Chapter 4 Results and Analysis 11

4。1 Results and Analysis on Questionnaire 11

  4。1。1 Influence of Formative Assessment on Extrinsic Motivation 11

  4。1。2 Influence of Formative Assessment on Intrinsic Motivation 13

4。2 Results and Analysis on Tests 14

Chapter 5 Conclusion 15

5。1 Findings 15

5。2 Implications 15

5。3 Limitations and Recommendations for Further Research 16

  5。3。1 Limitations 16

  5。3。2 Recommendations for Further Research 16

References 17

Appendix 1 18

Appendix 2 19

Chapter One Introduction

1。1 Background of the StudyFrom优T尔K论M文L网wWw.YouERw.com 加QQ75201^8766

 Motivation is an inner drive for junior high school students to learn English。 Formative assessment is the assessment that is conducted by teachers in the course of teaching with the aim of enhancing student motivation and achievement。 Therefore, it is of great importance for us to carry out researches about the effects of the formative assessment on the student motivation。 

 The focus of Second Language Acquisition has been shifted from teachers to students, which means teachers should care more about student needs。 However, junior high school students in China behave and perform passively and negatively in English learning because most of them are not in need of English in reality。 Often their goal is limited to passing the senior high school entrance examination。 Having no needs or interests in English, they are not willing to put effort into learning English。 And this phenomenon can be described that their intrinsic motivation in English learning is absolutely weak。 Formative assessment (Natalie, 2012) refers to dynamic evaluation and timely feedback of the student performances done by teachers during teaching。 Used properly, formative assessment is expected to effectively improve the sense of autonomy and efficiency of the students。 Many researchers, such as famous people, Cauley and McMillan (2010) argue for its positive role in enhancing student motivation and improving the teaching。 So the study is undertaken to explore the relationship between formative assessment and English learning motivation of junior high students。