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本文是一篇初中英语论文，本文通过问卷调查来识别初中生的定向动机流、探讨定向动机流对初中生英语学习行为的影响以及定向动机流是否对初中生英语学习成绩产生积极的影响。随机选出12名参与者参与了访谈，详细说明定向动机流对初中生英语学习行为的影响并找出定向动机流对初中生英语成绩产生影响的原因。 

Chapter 1 Introduction

1.1 Background of the Study

Second language learning is a lifelong process that requires long-term motivation from learners. Motivation is a kind of mental process or internal motivation that is stimulated and maintained by a specific goal. It is also an important factor that directly affects the effect of second language teaching. Therefore, teachers need to provide understandable explanations of long-term motivation to help learners improve their daily learning. Learning motivation has always been a hot topic in the field of second language acquisition. The study of second language motivation began in the late 1950s. Later studies on second language motivation have been conducted through cognitive situational model, process-oriented model, self-system model, and social dynamic model. Some researchers have found that the results are due to a complex interplay of many factors, and these factors are constantly changing. Many motivational phenomena cannot be explained by linear causality. Therefore, the study of second language motivation has gradually shifted from the single linear relationship between explanatory variables to the complex interaction process of multiple factors in a specific context. 

Based on such research status, Dörnyei et al. proposed the latest achievements in the study field of second language motivation in 2013, namely Directed Motivational Current(s), DMC(s). This theory inherits and develops previous theories and is the latest research of motivation theory in second language learning. This theory covers the desire, cognition, emotion, and behavior of foreign language learners and establishes a new conceptual framework for foreign language learning motivation. Because the theory is relatively new, its operability needs to be studied, and the relevant literature is also very limited. 

1.2 Significance of the Study

For one thing, in terms of theoretical significance, as a new theory, more studies are needed to confirm DMCs’ validity and their influence. Some scholars have demonstrated the strong explanatory power of DMCs in the target language environment (Henry et al.,2015). However, the suitability of DMCs for non-target language environments remains a question. This study provides more evidence for the universality of DMCs through their application in the Chinese context. In addition, unlike most previous studies that relied on qualitative research methods to study the DMCs of college students’ English learning, this study adopts an integrated approach combining quantitative and qualitative methods to study the DMCs of junior middle school students’ English learning, which can expand the understanding of second language acquisition motivation from a new perspective. 

For another, in terms of practical significance, as one of the major courses in secondary school, English can be used to help students enter a good high school. Therefore, it is of great importance to study English in junior middle school. ELB is one of the important reasons for individual differences in second language acquisition and directly affects the learning effect. In this s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。