英语论文网

tudy, students are required to fill in the DMC Disposition Questionnaire and the ELB Questionnaire, which can enable them to have a certain understanding of motivation and ELB and reflect on their own English learning situation. Therefore, under the framework of DMCs, it is of great importance for the author to find useful strategies to help junior middle school students create long-term motivation to promote students’ English learning. 

Chapter 2 Literature Review

2.1 Learning Behavior

2.1.1 Definition of LB

Regarding LB, there is no unified definition in the academic field so far. Different scholars hold different understandings and views. This study summarizes the most common expressions and views. Foreign scholars have a relatively broad definition of LB, including not only external LB but also internal psychological behavior. Mcdermott et al. (2002) believed that students’ adaptability to learning, flexibility in learning methods, alertness to unreasonable behaviors in learning, and persistence of learning states in the learning process belong to learning behaviors. Miltenberger (2015) believed that people can change their behavior by changing the environment that affected their behavior. LB is a complex concept, with both external manifestations and internal emotions. Scholars in China have different emphases on the understanding of LB. Zhu (1997) believed that the core of learning is the change of LB, which is the expansion or compression of LB. Yuan (1998) pointed out that the characteristics of learners’ activities were the characteristics of activities that were reflected in the whole process of their understanding and application of learning knowledge to solve practical problems. Wu (2003) pointed out that LB referred to the individual characteristics of learners in the process of acquiring and applying knowledge, and these characteristics were different in each learning stage. Tang (2005) believed that the practice process of learners’ efforts based on knowledge goals was the cognitive activity of learners, and this behavior was formed on the basis of students’ certain value judgment of their learning goals and certain prediction of their final achievements in learning. Wang (2007) believed that LB was the behavior of students in the school classroom teaching process. Yao et al. (2009) believed that: “LB is a series of activities that learners take place for the realization of learning goals. 

2.2 Directed Motivational Currents

2.2.1 Definition of DMCs 

Muir and Dörnyei (2013) defined DMCs as a strong motivational drive or motivational eruption that can motivate or sustain long-term behavior, such as second language learning. Once motivational current is activated, this structure takes on a life of its own, propelling the individual in the direction of a goal or vision. Chinese scholar Chang (2016) expressed it as a strong driving force that can trigger and support long-term behavior with clear goals or visions as the direction, behavioral structure as the path, and the realization of short-term goals as the support point. Wang et al. (2017) believed that DMCs are a motivational force that can stimulate and maintain the long-term behavior of individuals. Driven by a strong motivational current, individuals can follow a certain path toward a set vision until the goal is achieved. In this study, juni本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。