《大學(xué)英語閱讀課堂動(dòng)機(jī)教學(xué)策略實(shí)證研究》以動(dòng)機(jī)教學(xué)策略為理論基礎(chǔ)，以大學(xué)英語閱讀課堂為研究對(duì)象，以后實(shí)證主義為典范，采用定量和定性研究的方法，通過問卷、訪談和課堂觀察，探究大學(xué)英語閱讀課堂申動(dòng)機(jī)教學(xué)策略的運(yùn)用頻度，教師和學(xué)生對(duì)動(dòng)機(jī)教學(xué)策略的認(rèn)知程度、差異及其原因、存在的主要問題，并針對(duì)上述問題提出了能夠有效激發(fā)學(xué)生英語學(xué)習(xí)動(dòng)機(jī)、提高教學(xué)效果的幾種教學(xué)策略。
　　《大學(xué)英語閱讀課堂動(dòng)機(jī)教學(xué)策略實(shí)證研究》可供大學(xué)英語教師及對(duì)學(xué)習(xí)動(dòng)機(jī)研究感興趣的研究人員參考。

1 introduction: motivation and motivating in china's universities
1.1 introduction
1.2 research rationale: learner motivation and motivating learners in foreign language classrooms
1.3 the researching scope of the current study:university english reading-oriented classes for non-english-major undergraduates
1.4 research aims and questions
1.5 the impact of chinese culture on english-language teaching and learning
1.6 the structure of the study
1.7 organization of this book
1.8 chapter summary
2 theoretical background of motivation andmotivational teaching practice in foreign language classrooms
2.1 introduction
2.2 literature database
2.3 motivation for learning a foreign language
2.4 learner attitudes towards the learning situation
2.5 teaching practice in english reading-oriented classrooms in china's universities
2.6 teaching practice in english reading-oriented classrooms
4.6 second phase: student questionnaire in the main study
4.7 second phase: classroom observation in the main study
4.8 second phase: teacher interview in the main study
4.9 reliability and validity
4.10 ethical issues
4.11 chapter summary
5 data analysis: student questionnaires and classroom observations
5.1 introduction
5.2 personal information: university and class size
5.3 research question 1: students' motivational orientations for english-language learning
5.4 research question 2: students' attitudes towards
5.5 research question 3.students* behaviour in english reading-oriented classrooms
5.6 research question 4: the relation between student self-reported motivation and student-reported in-class behaviour
5.7 research question 5.students* preferences for teaching strategies and activities in english reading-oriented classrooms
5.8 research question 6: teaching strategies and activities used in english reading-oriented classrooms ,
5.9 research question 7: the relationship between student-reported teaching practice and student self-reported motivation
5.10 chapter summary
6 teacher interviews: results and discussion
6.1 introduction
6.2 teachers* perceptions of students* motivational orientations for learning english
6.3 teachers* perceptions of students* attitudes towards and behaviour in english reading-oriented classes
6.4 teachers* reflection on teaching practice in english reading-oriented classrooms
6.5 beyond teaching: teachers' suggestions on motivational teaching practice in english reading-oriented classrooms
6.6 chapter summary
7 smmnary of findings
7.1 introduction
7.2 research question 1: summary of findings
7.3 research question 2: summary of findings
7.4 research question 3: summary of findings
7.5 research question 5: summary of findings
7.6 research question 6: summary of findings
7.7 research question 4 and 7: correlation tests
7.8 research question 8: summary of findings
7.9 chapter summary
8 conclusions, limitations and'implications
8.1 chapter overview
8.2 background to the research
8.3 conclusions of the study
8.4 limitations of the study and implications for the future research
appendix one results from the preliminary study
appendix two student questionnaire
appendix three consent form
bibliography