2.LiteratureReview2.1MotivationalstudiesfromabroadTherearealargenumberofresearchesonwhethermotivationaffectsforeignlanguagelearning.Amongtheresearchers,Gardner＆Lambert(1972)identifiedthatmotivationisofgreatimportancetosuccessfullanguageacquisition.Accordingtothem,effort，desiretolearn，andsatisfactionwiththetaskarethethreemainelementsessentialtoidentifythedegreeofmotivationinlanguagelearning.D?rnyei(1994)putitfurtherwiththecognitivefactorsofthelearningmotivationandhealsodidtheexperimentwhichwasbasedonastateofforeignlanguageteachingclassroom.HeputforwardthoseL2learnersatthefollowingthreelevels:thelanguage,learner,andthelearningsituation.Apartfromthese,thereareotherresearchesshowingtherelationshipsbetweenmotivationandotherpossibleconsiderationssuchasattitudes,learninghabits,anxiety,andteachers.Forinstances,Matthew,P.(1997)triedtofindouttheeffectsofauthenticlanguagematerialsonmotivation.Heturnedtoclassroomobservation,andthenhegotthatauthenticlanguagematerialscanpromotemotivationthroughhisresearch.2.2DomesticstudiesaboutmotivationChinabeganitsstudyoflanguagelearningmotivationinthe1980s,atthattime,thetermmotivationcouldonlybefoundinchaptersorsectionsinsomemonographsaboutpsychologyoflearning(Gui,1985,1991).SomeacademicjournalsinthefieldofforeignlanguageteachinginChinarevealedthatonlyoneauthor(Zheng,1987)usedthewordmotivationinthetitleofhisresearchpaper.Until1990s,manymoreresearchesbegantoconcernwithmotivationasmoreandmorepeoplehadrealizedglobalizationandtherewasapopularityofforeignlanguagelearningamongChinesepeople.TheearliestexperimentalresearchwasdonebyGuiShichun(1986)whocenteredonlearningmotivation,learningenvironments,attitudestowardlearningsituationsandlearningstyles．Theresultidentifiedthatlearningenvironmentsandattitudes(especiallywhohavestronginstrumentalmotivation)affectmostuponstudents’learningmotivation.IntheinvestigationofZhouYan(1992),heconcludedthatmotivationiscorrelatedwithlearningachievement.HaoMeiandHaoRuoping(2001)reportedthatstudents’achievementmotivationispositivelyrelatedtotheirfinalscores，butnegativelyrelatedtotheirstateanxiety．InstudyofindividualdifferencesonmotivationconductedbyWuYi’anandLiuRunqing(1993),theyfoundthatChineselearners’Englishlearningmotivationwere,moreoftenthannot,instrumental．Accordingtotheirstudy,gettingacertificateisthemajormotivationofChineselearnerswhichisdifferentfromthemotivationtypeofstudentsinothercountries.WenQiufang(1995，2001),whoanalyzedtherelationshipbetweenmotivationandlearningstrategies,classifiedmotivationintotwocategories:superficialanddeepmotivations.Theyalsofoundthatmotivationiscorrelatedwithlanguagelearningbeliefsandstrategies.Apartfromthisclassification,GaoYihongeta1.(2003)，summedupthatthereareseventypesofmotivationamongstudentswhichareinterest,achievement,learningcontext,goingabroad,socialresponsibility,personaldevelopmentandinformationmedia.Toconclude,ChineseresearchersadoptthetheoriesofthestudyofmotivationonL2learningfromoverseasanddevelopitsowntheoriesbasedontherealsituationinlandthroughinvestigation,realclassroomcontextandsoon.Factors,suchaslearningenvironment,interest,teacher,passingexams,socialresponsibility,peers,affectstudents’learningmotivation.TheabovetheoriesnotonlyenrichthemotivationtheoriesofL2learning,butalsohelpustoknowwhatproblemsarestillexist,howwecanimprovestudents’Englishlearning.3.Motivation3.1DefinitionofmotivationMotivationiscommonlythoughtofastheinnerdrive,impulse,emotionordesirethatmovesonetoparticularaction(Brown,1981:121).AsstatedbyHarmer,J.(1983)thatmotivationissomekindofinnerdrivethatencouragesomebodytopursuitacourseofaction.Gardner’sdefinitionofmotivation,whichisbasedonsocialpsychology,islargelyacceptedandfrequentlyquoted.AsonsocialnatureofL2learning,hedefinesmotivationtolearnaL2astheextenttowhichtheindividualworksorstrivestolearnthelanguagebecauseofadesiretodosoandthesatisfactionexperiencedinthisactivity(Gardner,1985:1).AndwhenmotivationisappliedinEnglishlearning,motivationcanbeadecisivefactorforlearnerstosucceedinlearningEnglish.Thereisalargebodyofresearchdocumentinghowknowledgeandexperiencearedynamicallyrelatedtomotivation(Graham＆Golan,1991).WhenmotivationisappliedinEnglishlearning,itisnotonlyanintensivedesireforlearningandacquiringknowledge,butalsoaninnerpowertopushstudentsforwardwithenthusiasmandwillingness.StudentswhoaremotivatedstronglyarelikelytotakeacorrectandpositiveattitudetowardsstudyandwillthusworkhardinlearningEnglish.Consequentlythestudentscangetbettergradethanthosewhohaven’tbeenmotivatedorthosewhodon’thaveanyinterestinlearningEnglish.Fromthedefinitionandtheoryabove,wecanseethatmotivationisaprocessrelatedtothementalstate.Itisassociatedwithvariousdecision-making,intentions,determinations,personalimpulseandsoon.FromhowGardnerdefinesmotivationinlanguagelearning,wecouldseethatmotivationisanimportantfactorinlanguagelearningsinceonceone’slearningmotivationisaroused,he/shewillprobablytryeverywaytoworkhardunlesshe/shereachesthegoal.Soitisessentialforustounderstandmotivationinadeepstate,especiallywhenitisusedinEnglishlearning.3.2Typesofmotivation3.2.1IntegrativemotivationandinstrumentalRobertGardnerandWallaceLambert(1972),whoseaimwasstudyinghowattitudeandmotivationaffectlanguagelearning,haddonealargenumberofinvestigationsandresearcheswithforeignlanguagelearnersinCanada,somepartsoftheUnitedStates，andthePhilippinesforovertwelveyears.Basedontheirresearchfindings,theygroupedmotivationastwobasickinds:Integrativemotivationandinstrumentalmotivation.i)IntegrativemotivationIntegrativemotivationappearswhenlearnerswishtointegratethemselveswithinthecultureofasecondlanguagegroup，toidentifythemselveswithandbecomeapartofthesociety(GardnerandLambert,1972).Whenoneshowshisrealinterestinthepeopleandthecultureofoneparticularcommunity(especiallywheretheyneedtospeakaforeignlanguage),hewillbemotivatedbytheneedsthatacquiringthesecondlanguagewillenablehimtomeetwithandtalktothetargetlanguagespeakers.ii)InstrumentalmotivationInstrumentalmotivationreferstothemotivationtoacquirealanguageasmeansforattaininginstrumentalgoals：furtheringacareer,readingtechnicalmaterial，translation，andsoforth(GardnerandLambert,1972).Comparedwithintegrativemotivation,instrumentalmotivationfocusesmoreonthepracticalvalueandadvantagesoflearninganewlanguageinthatainstrumentalmotivatedpersonoftenshowsarelativelylimitedinterestinthepeopleandthecultureofthetargetlanguagecommunity.Inthiscase,onelearnsthelanguagemainlybecausehe/sheneedsitforoneormorecertainpurposes.However,thisclassificationofintegrativeandinstrumentalmotivationisnotsuitabletobeappliedhere.AsBrajKachru(1977-1992)notedthatinthedevelopingcountrieswhereEnglishhasbecomeaninternationallanguage，peoplelearnEnglishwellforinstrumentalreasonsalone．Sothiskindofclassificationcannotillustratehowwelloneismotivated,becausenomatteroneismotivatedbytheintegrativeorinstrumentalfactororboth,thedegreeofhowwelloneismotivatedisstillunknown.However,ifwewanttomotivatestudentseffectively,weneedtoknowhowwellstudentsaremotivatedandwhichkindofmotivationcanhelptheminEnglishlearning.3.2.2Extrinsicmotivationandintrinsicmotivationi)ExtrinsicmotivationExtrinsicmotivationregardstoouterfactors,suchasprizes,appraisals,complimentsorfeedbacks.Inaword,asLatham(1998)statedextrinsicmotivationisrelatedto"Tangiblebenefits".Itexistswhenindividualsaremotivatedbyanoutcomethatisexternalorfunctionallyunrelatedtotheactivityinwhichtheyareengaged(Spaulding,1992:4).Forexample,astudentwhoismotivatedbyparents’complimentwillworkhardtogethighscores;hiseffortsaremadeforextrinsicreasonaloneinsteadofgainingtheknowledgeitselforhavingarealinterestoflearning.ii)IntrinsicmotivationOnthecontrary,intrinsicmotivationisaresponsetoneedsthatexistswithinthelearner,suchascuriosity,theneedtoknow,andfeelingsofcompetenceorgrowth(Eggen&Kauchak,1994:428).Itisalsocalleddirectsatisfactionforitreferstolearnerswhogetsatisfactionderivedfromlearning.Itexistswhensomeoneworksbecauseofaninnerdesiretoaccomplishatasksuccessfully,whetherithassomeexternalvalueornot(Spaulding,1992:4).Acaseinpointisthatastudentmakeseveryefforttolearntheknowledgebecauseheisinwardlyinterestedatthatsubjectandwantstoknowmoreaboutit.Hiswillingforlearningthatsubjectwellgrowsandcausesintrinsicmotivation.Hispurposeoflearningisfortheenjoymentofthelearningprocessratherthanforpraisesorrewards.Inconclusion,wecanseethatbothextrinsicandintrinsicmotivationbooststudy,theyarebothimportantandcomplementarytoeachother.Theoutwardpraisesandrewardsencouragestudentstostudymoreactivelywhiletheinwardinterestmakesonestudyhardandthiskindofmotivationcankeeprunningforalongtime.Theuseofrewardsasextrinsicmotivatorshavesometimesbeenfoundtoincreaseintrinsicmotivation,especiallywhentherewardsarecontingentonthequalityoftheperformanceratherthansimplyonparticipation(Lepper,1983:267).

Butitisalsoclearthattheextrinsicmotivatorissometimesnecessaryforitgetsstudentsstartedinthefirstplace,but,havingthedrawbackofnotlastingforlongandoverusingofextrinsicmotivationcanstifleintrinsicmotivationwhileitistheintrinsicmotivationthatcanarousethestudents’reallearninginterest. 4.PresentSituationaboutCollegeStudents’MotivationAstheglobalizationandopeningpolicyinChina,foreignlanguage,especiallyEnglishhasenjoyeditsimportantplaceandEnglishteachinghasreceivedgreatimprovements.ButthetraditionalEnglishteachingmodehasmadelotsofdump-EnglishlearnersinChinaasitpayfarmoreattentiononmultiplechoicesofgrammarandreadingcomprehensionthanspeakingcompetence.Collegestudentsareallattheprimeagesoflearning,theydefinitelyhavetheabilitytolearnEnglishwell,buttheyfailtodosojustinthereasonthattheyareinappropriatelyeducated.AsLiLanqing,theformervice-premierofChina,pointedoutthatChinesecollegeEnglishstudentshavelearnedEnglishforovertenyears,buttheyareunabletolisten，speak,readorwritewell--theirabilitiestouseEnglisharestillpoor.Chinesescholar,GaoYihong(2003)hasprovedthatthemainmotivationofChinesecollegestudentstowardsEnglishlearningiscertificatemotivation.Asfornon-Englishmajorslearners,CET4(CollegeEnglishTestBand4)andCET6(CollegeEnglishTestBand6)certificatesplayaveryimportantroleincollegeEnglishteachingandlearningsincemanycollegesanduniversitiesstipulatethatstudentswhocan’tpassCET4willnotgetthediploma.AsforEnglishmajors,passingTEM4(TestforEnglishMajorsBand4)andTEM8(TestforEnglishMajorsBand8)isnotonlyprovingoftheirabilitybutalsoapathtotheircareers.LiHua(2006)conductedaninvestigationonhermasterthesisOnLearningMotivationandEnglishTeachinginVocation-technicalColleges.Surveying755students’scoresfromcollegeentranceexaminationinOctober,2004andOctober,2005,havinginterviewwith280freshmenfromdifferentdepartments,Lifoundoutthat60%ofthestudentslackinterestofEnglishlearning,86%admitthattheystudyEnglishmainlytogetahigherscore,67.49%ofthemhavenoconfidencetolearnitwell.Fromtheabovetworesearches,wecanseethatmostcollegestudentsaremotivatedbyextrinsicfactorsmuchmorethanintrinsicones.WhentheyaremorenegativelymotivatedtopassexamsratherthantolearnEnglishwell,theycannevercultivatetheirrealinterestandgainknowledgeinEnglishandwillthusneverlearnwell.5.MotivatingCollegeStudentsinthePartofTeachers5.1Teacher’sroleinlanguageteachingTeachingandlearningco-exist.Studentsarethemainbodyoflearningwhileteachersplaytheirpredominaterole.AccordingtothelatestCourseStandardofEnglishTeaching,teachers’workistomotivatestudents’interestinEnglish,cultivatestudents’senseofsuccess,guidestudentstoformagoodlearninghabit,enablethemtocommunicatesmoothlyanddevelopsoundvaluetowardslearningandliving.Basically,teachersaretheonlyonewhostudentscanrelyoninthepartofstudy.Soitissuggestedthatteachersmakeeveryefforttomotivatestudentsintrinsicallyandconsequently,studentswillbemotivatedtocultivatearealinterestoflearningEnglishandstudyhardforacquiringknowledge.Theauthorsuggeststhefollowingstrategiesforarousingthecollegestudents’intrinsicmotivation.5.2StrategiesAllcollegestudentshavecollegeEnglishclassesandclassroomlearningistheirmainsourceoflearningEnglish,butthefactisthatstudentsarenotsuccessfullymotivatedinclass,andweallknowteacheristheleadingactorinarousingstudents’intrinsicmotivation.Herefollowssomesuggestivestrategiesinthepartofteachersthatcanserveasremediestothepresentsituation.1.SettinggoalsManycollegestudentsarelackofasenseofmakinggoals,especiallythatoflong-termgoalswiththereasonthattheyneverformhabitsofmakinggoalsintheirearlyages.Goalisawantedresultorpurpose;whenyousetyourgoal,therewillbeinnerimpulsesinyourhearttopushyouworkhardtowardsyourgoal.SoitisimportantforteacherstomakesurestudentstosetgoalsintheirEnglishlearning.Inthelearningprocess,teacherscanhelpstudentstoestablishasenseofdirectionandconstantlyremindthemoftheirgoals,bitbybit,studentsarenotonlyencouragetomakegoalsbutalsokeeptheirgoalsinmindandthuswillworkhardtofulfilltheirgoals.Moreover,teachersshouldalsoremindthestudentstosetthegoalsneithertoohighnortolow,bothofwhichcanbringnegativeeffectsontheirlearningmotivation.Anditisadvisableforstudentstohavelong-termgoals,teachers,asguiders,canencouragestudentstothinkabouttheirdreamsandmakefutureplans,andonceawhile,talktothemandcheckwhethertheyarestillworkingonit.2.Buildingupself-confidenceAswecanseefromtheaboveinvestigation,whichwasconductedbyLiHua(2006)inOnLearningMotivationandEnglishTeachinginVocation-technicalColleges.Surveying755students’scoresfromcollegeentranceexaminationinOctober,2004andOctober,2005,hefoundthat67.49%ofthemhavenoconfidencetolearnEnglishwell.Whycollegestudents,whohavelearnedEnglishforovertenyears,stilllackofconfidencetolearnEnglishwell?Secondlanguagelearningisquitedifferentfromourmothertongue,wecantalktootherwithourmotherlanguageconfidentlybutitisnotthecasewhenwespeakEnglish.Thefearoffailureormakingafoolofoneselfmaydriveastudent’sconfidenceinEnglishlearningaway.Buildingupstudents’confidencecanhelpthembelieveorfeelthattheywillsucceedandweknowthoughconfidencerelatestoinneraspect,wecangeneratestudents’confidencebyoutermethods.Whendesigningthetasksinclass,teachersneedtoawareaboutthedegreeofdifficulty,likesettinggoals,toohighwilldecreasestudents’confidence,toolowwilllessentheirinterest,soitisbetterforteacherstodesignsuitabledegreeofdifficultytasks.Whendoingpracticeinclass,likepairswork,presentationordialogue,itisbeneficialforteacherstomakesureenoughpracticetimeforstudentstotalkinEnglish.AndwhenstudentsmakeerrorsinusingEnglish,teachersneedtousesuitableerrorcorrectingmethodwhichwouldnotdecreasingstudents’confidence.3.ArousinginterestStudentsareeducatedtopassexamsfromPrimarySchooltillcollege;moststudentsthusnevercultivatearealinterestoflearningEnglish.Andwhentheyentercollege,theyarestillmotivatedtopassexamsassomeschoolsevendeferordon’tawarddegreetostudentswhohaven’tpassedCET4.Whenstudentsare,toalargeextent,motivatedtopassexams,howcantheysimplydeveloparealinterestoftheirlearning?However,interestisveryimportantinarousingstudents’learningmotivation,whenstudentshaveinterestinclass,theywillpayspecialattentiontoteachersandtakepartintheteachingactivities.Therearemanywaystoarousestudents’interest;onecommonwayinclassistheactivitiesandtasks.Variouskindsofactivitiescancertainlyattractstudents’attention,teacherscanneveronlydoingpairsworkinclass,instead,teachersneedtothinkdifferentkindsofactivities,likequiz,presentation,doingdialogue,roleplay,makingsentences,situationalaskandanswer,andevenouterclassroomactivities.Andwhat’smore,agoodlead-ininclass,likegreeting,talkingaboutcurrentaffairs,orthebackgroundaboutthetext,canmotivatestudentsintheverybeginning.4.SatisfactionItisveryessentialforteacherstotreateverystudentthesame,becausewhenunfairnessappears,someofthestudentsmaybediscouragedbythisphenomena.Teachersneedtocreateasenseofsatisfactiontostudentsbytreatingthemequally,praisingthemandgivingthemsomerewardswhentheyaredoingwell.Treatingequallywillcreateasenseofsatisfactionamongstudents.Apartfromthis,studentsalsoexpectpositiveappraisalswhentheyaredoingwell,soteachersareadvisedtooralormaterialrewardstostudentsasencouragement.Thusstudentswillknowthatteachersaresatisfiedwiththeeffortstheymadeandhavethedrivetogoonworkinghardandevenworkingharder.5.StimulationinclassIntraditionalclassroom,teachersalwaysignoretheimportanceofstimulationandgivetheanswerstostudentsdirectly,butitisnolongerusefulinmodernclassroomnow.Inmodernclassroom,studentsaretheleadingroleinthelearningprocess,andteachersareservedasguides.TheteachingmodeofcollegeEnglishteachingisdifferentfromthoseofPrimarySchoolorMiddleSchool,theremightbemorestudentsinacollegeEnglishclassroomandteachercannottakecareofeverystudent,cannotgeneratefeedbackintime.Sowhatteachersneedtodoistomakestudentstothink,toexplore,andtofinishthetaskbyone’sowneffortorgroupwisdoms.Teacherscandropahint,directstudentstoarightwayandthenstimulatethemtothinkhowtosolvetheprobleminsteadoftellingthemhowtodointhefirstplace.6.HomeworkInmostofthecases,teachersaskstudentsjusttodotheexercisesonworkbookandpreparefordictation,somorecommonthannot,studentscopytheanswersfromtheguidebookandtreatindictation.Asamatteroffact,collegeteachersseldomcheckstudents’homework,thussomestudentsevendon’tdohomeworkatall.Whatcausessuchproblems?Lazinessisareason,butinmostcases,studentsthinkthatsimplydoingexercisesdonoimportanthelpintheirstudy.Butthepurposeofdoinghomeworkisforstudentstoreinforceaboutwhattheyhavelearntinclass.Lackingsuchprocess,studentswillforgetwhattheyhavejustlearntmoreeasilyandcannotextendthedegreeofwhattheyhavelearnt.Soteachersneedtopayattentiontodesigninghomeworksinceexerciseswhichlackvarietiescannotarousestudents’motivation.Makingitinvariousways,andbydoingsowill,ofcourse,arousestudents’interestAndwhentheyaredoingthehomeworkwhichiscarefullydesigned,theycandefinitelyreinforcetheirknowledgeandlearnsomethingformtheirhomework.7.RelationshipbetweenteachersandstudentsIncollege,unlikeMiddleSchoolstudents,thereisnofixedclassroomforcollegestudents,inmostcases,studentshaveBusinessEnglishinoneclassandwillheadtoanotherclassroomforChinese.EnglishmajorsmighthavemorethanthreeEnglishclassesinaweek,butnon-EnglishmajorswillhaveonlyoneortwoEnglishclassesinaweek,sothereisnodoubtthatcollegestudentssometimesbarelyknowanythingaboutteachers,andsodoteachers.However,agoodrelationshipbetweenteachersandstudentscannotonlydevelopacloseatmosphereinclass,butalsocanmaketeachingmoreefficiently.Whatcanwedotodevelopagoodrelationshipbetweenteachersandstudents?Respectsandmutualtrustarethetwokeyelementsofbuildingupagoodrelationshipwhileunfairnessandprejudicewillruinthetwo.Itissuggestivethatteacherstalktostudentsabouttheirfamilies,theirstudyandsharehappinessandsorrowasfriendsnowandagainbeforeorafterclasses;itisalsogoodforteacherstoregardstudentsasindividualswithdifferentpersonalities;anditisbetterforteacherstousecloselanguageinclasstoencouragestudentstoexpressthemselvesinEnglish.Ifteacherscanbeclosetostudents,trytogettoknowthem,everystudentwill,inreturn,welcometeachersastheirfriendsandthuswillpaymoreattentionandmakemoreeffortsinclass.目錄TOC\o"1-2"\h\z\u1總論 11.1項(xiàng)目摘要 11.2編制依據(jù)與研究范圍 31.3建設(shè)規(guī)模 41.4主要建設(shè)內(nèi)容 41.5投資估算及資金籌措 41.6工程效益 52投資環(huán)境及建設(shè)條件分析 62.1投資環(huán)境分析 62.2建設(shè)條件分析 103項(xiàng)目建設(shè)的必要性與可行性分析 153.1項(xiàng)目建設(shè)的必要性 153.2項(xiàng)目建設(shè)的可行性 164開發(fā)區(qū)規(guī)劃與交通量預(yù)測 174.1項(xiàng)目區(qū)總體規(guī)劃 174.2項(xiàng)目影響范圍的交通量預(yù)測 185工程建設(shè)方案 215.1設(shè)計(jì)標(biāo)準(zhǔn)及設(shè)計(jì)規(guī)范 215.2道路設(shè)計(jì)方案 225.3給排水工程設(shè)計(jì) 285.4道路照明 345.5電力綜合管溝 355.6道路綠化工程 355.7交通安全及管理設(shè)施 356節(jié)能分析 37HYP