Acknowledgements
摘要
Abstract
Table of Contents
List of Tables
Chapter One Introduction
1.1 Research Background
1.2 Research Objectives and Significance
1.3 An Overall Structure of the Thesis
Chapter Two Literature Review
2.1 Theoretical Basis
2.2 Definition
2.2.1 Goal/Vision Orientedness
2.2.2 Launch of DMCs
2.2.3 The Facilitative Structure
2.2.4 Positive Emotional Loading
2.2.5 The final stage of DMCs
2.3 Previous Studies of DMCs
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Interview
3.4 Research Procedures
3.5 Data Collection
3.5.1 Questionnaire
3.5.2 Interview
Chapter Four Results and Discussion
4.1 Identifying DMCs in the Dataset
4.2 Verifying a Composite DMCs Disposition Scale
4.3 Comparing the DMCs Experiences Reported by the Achievers and the Underachievers Group
4.4 Comparing the Lengths of the Motivation Experiences Reported by the Achievers and the Underachievers Group
4.5 The Differences of Diachronic English Learning Motivation
4.4.1 Goal/Vision Orientedness
4.4.2 The Launch of DMCs
4.4.3 A Salient Facilitative Structure
4.4.4 Positive Emotional Loading
4.4.5 The Final Stage of DMCs
4.6 The Main Elements that Affect the Main Dimensions of DMCS
4.7 Further Distillation of the DMCs Group
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations and Prospects for the Future Research
Bibliography
Appendix
声明