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plorations about language learning achievement have been proposed.Nowadays more and more studies are carried out by famous scholars. Wilkins (1972) hasalready given a statement appropriately “while without grammar very little can beconveyed, without vocabulary nothing can be conveyed." Consequently, it's generallyacknowledged that vocabulary learning is an irreplaceable part in the second languageacquisition, especially for those who are willing to become proficiency in it. Unfortunately,as far as the complexity of English vocabulary being concerned, although some of studentsare motivated to spend time on learning vocabulary, how excellent they could be to somedegree, is dependent on utilizing distinct vocabulary learning strategies by them. Therehave been considerable investigations and researches related to motivation in SLA. On thewhole, in their studies, researchers targeted the relationship between the L2 motivation andthe learners  overall language proficiency. However, there are seldom studies about theinfluence of the language learning motivation (LLM) on a specific language skill, such aslistening, reading, writing, translation and so on. Therefore, the present study is designed toexamine how English learning motivation (ELM) affects Vocabulary learning achievement(VLA).

Chapter 2 Literature Review

2.1 English Learning Motivation (ELM)
Motivation has received great attention in foreign language learning process, which isan indispensable element when referring to foreign language learning. Williams andBurden once admitted in 1997, "If asked to identify the most powerful influences onlearning, motivation would probably be high on most teachers' lists". More and moreteachers and researchers concern whether the students are highly motivated and have thewillingness to learn English. In order to motivate the students to learn English efficiently,many researches have been done in recent years. But there is still a long way to go.

2.1.1 Definition of Motivation
Although most of the modern motivation literature takes it for granted that humanbehavior can be explained by the factors which the individual is aware, it requires littlejustification that this is not always so. In fact the early theories were strongly influenced byFreud s (1996), who emphasizes the deep, pervasive drives and instincts as being powerfuldirective influences on human behavior. Motivation is the processes that account for anindividual s intensity, direction, and persistence of effort toward attaining a goal. EnglishLearning Motivation (ELM) was regarded as the incentive, the need, or the desire that thelearner process to learn English. It is closely related to the individual s satisfaction ofmental demands, which drives learners with a good psychological and mental state to studyEnglish perseveringly. Several theories about this complicated subject have been putforward in educational psychology such as behavioral, cognitive and social constructivistones. Actually, there is no consensus on the straightforward and unanimously accepteddefinition of motivation.

Chapter 3 Methodology......... 36-45
    3.1 Objectives......... 36-37
    3.2 Subjects .........37-38
    3.3 Instruments .........38-42
        3.3.1 ELM Questionnaire .........38-40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。