| 共有来自云南省四个少数民族（彝族，壮族，苗族和哈尼族）的中学生参加了问卷调查和英语水平考试以及现场采访。作者对问卷进行了因子分析得出八种态度和动机类型。皮尔逊相关系数表明，内部动机，对外国语言和文化的态度，父母和老师的期望以及对自己民族身份的态度等四个因子，与英语水平成正相关。多项回归分析则显示，影响少数民族学生英语成绩的前三个最重要的指标是：学习焦虑，对外国语言和文化的态度以及内部动机。 |
| CHAPTER 1 Introduction 1.0 Background and Need for the Study 1.0.1 Chinese Ethnic Minority Education 1.0.2 English as a Foreign language (EFL) Learning in Ethnic Minority Areas of China 1.1 Significance of the Study 1.2 Main Objectives and Research Questions 1.3 The Structure of the Thesis 1.4 Summary of Chapter One CHAPTER 2 Literature Review 2.0 Introduction 2.1 Attitude，Motivafion and Their Relationships 2.1.1 Attitude 2.1.2 Motivation 2.1.3 Motivation and Transfer in Language Learning 2.1.4 Trait and State Motivations 2.2 Motivation in Education：The Role of Motivationin Learning 2.3&nbs |
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