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运用积极情感管理模式提高三本院校学生自主学习能力的实证研究

作　者: 袁晓庆
导　师: 郝玫
学　校: 太原理工大学
专　业: 外国语言学及应用语言学
关键词: 三本院校学生动机强度情感动机外语教学
分类号: H319
类　型: 硕士论文
年　份: 2009年
下　载: 63次
引　用: 0次
阅　读: 论文下载

内容摘要

动机被公认为是影响学习者语言学习成就的重要因素。因此,有效的激发学生的学习动机尤其是那些低动机甚至无动机学生的学习动机,是教师有效的达到教学目的的必备前提。最近几年,随着人文心理学的发展,情感因素在教育领域的作用日益突出,它对外语学习的行为和结果有直接的影响,因此外语教师应该正确认识和尊重学习者的情感,充分发挥情感因素的积极作用。考虑到三本院校学生英语学习基础比较薄弱,学习动机偏低,因此笔者把这一群体作为研究对象,并针对该群体的特点提出了积极情感教育背景模式。目的在于:提高他们的学习动机以期达到自主学习的目的,并让他们在学习中体会学习的乐趣。本文采用定量定性相结合的研究方法旨在通过了解三本院校大学生英语学习的动机强度,并通过动机策略训练的纵向实验研究,以期为三本院校英语教师提供一些提高学生动机的教学启示。定量研究的样本是55名来自太原理工大学三本院校的非英语专业的学生。调查的工具是采用高一虹学习动机研究的调查问卷,同时笔者根据该研究对象的特点对问卷作出一些改动。数据分析是用SPSS(13.0)软件进行的。在定量分析的基础上,笔者进行了为期一个学期的课堂实验研究来证实以下假设:通过有意识的动机策略训练,学生的英语学习动机可以增强:学生的动机强度可以提高;学生能更积极的自主学习。该实验研究包括两大部分:元认知策略训练和积极情感管理。元认知策略训练的主要目的是帮助学生管理自己的学习从而达到自主学习的目的;积极情感管理侧重于给学生提供更为轻松的课堂学习环境。实验的结果采用了定量和定性两种分析方法。定量分析通过配对样本检验比较了动机强度的变化和情感因素在实验前后对学生英语学习的影响。与实验前的结果相比,试验后的结果表明经过一个学期的动机策略的训练,学生对英语学习表现出更大的兴趣,他们在英语学习上投入了更多的精力和时间,因此也在英语成绩上取得更大的进步。笔者希望实验研究的发现和得出的教学启示能对中国大专类院校的英语教育以及广大英语学习者有所益处。本文包含六个章节:第一章,指出了该研究的重要性和必要性。第二章,笔者回顾了心理学和第二语言习得领域各派的动机理论;影响学生学习动机的其他情感因以及自主学习的定义。第三章,笔者通过对学生进行元认知策略的训练及积极情感模式的管理教学,激发学生的学习动机。第四章,详细的阐述了本研究的目的及实施过程。第五章,包含了对该实验研究的结果定量及定性的分析及讨论。第六章是对全文的总结,笔者指出本文在研究中存在的不足,并对以后此类研究提出了自己的建议。

全文目录

ABSTRACT  2-4
摘要  4-10
Chapter One Introduction  10-14
  1.1 Research Background  10
  1.2 Purpose and Significance of the Thesis  10-11
  1.3 The Necessity of the Research  11-14
    1.3.1 Definition of “San Ben”Students  11-12
    1.3.2 The Current English Learning Problems of “San Ben”Students in TYUT  12-14
Chapter Two Literature Review  14-40
  2.1 Affective Factors Affecting English Teaching and Learning  14-33
    2.1.1 Motivation  14-16
    2.1.2 Research Review of Motivation at Home and Abroad  16-21
      2.1.2.1 Research Review of Motivation at Home  17-18
      2.1.2.2 Research Review of Motivation Abroad  18-21
    2.1.3 Main Theories on Motivation from Different Psychological Perspectives.  21-26
      2.1.3.1 Behavioristic Perspective on Motivation  21-22
      2.1.3.2 Humanistic Perspective on Motivation  22-23
      2.1.3.3 Cognitive Perspective on Motivation  23-24
      2.1.3.4 Attribution Theory  24-25
      2.1.3.5 Self-efficacy  25-26
    2.1.4 D?rnyei’s Three-level Motivation Framework  26-28
    2.1.5 Keller’s Motivation System for Instructional Design  28-29
    2.1.6 Attitude  29-31
    2.1.7 Anxiety  31-33
  2.2 Autonomous Learning  33-34
  2.3 Relationship between Motivation and Autonomous Learning  34-35
  2.4 Characteristics of the Model--Positive Affective Environment for FL Learning  35-38
  2.5 Summary  38-40
Chapter3 Classroom Management of Positive Affective Environment for FL Learning  40-58
  3.1 Overview  40
  3.2 Metacognitive Management  40-48
    3.2.1 Preparing for the Students’Autonomous Learning  41-42
    3.2.2 Training on the Metacognitive Strategy Awareness  42
    3.2.3 Goal Setting  42-43
    3.2.4 Learning Plan  43-45
      3.2.4.1 Constructing Learner Profiles  43-45
      3.2.4.2 Making Reasonable Short-term Goals  45
    3.2.5 Self-assessment  45-48
  3.3 Positive Affective Management  48-56
    3.3.1 Establishing Students’Positive Attitude towards English Learning  48-51
    3.3.2 Enhancing Self-confidence and Overcoming Anxiety  51-55
      3.3.2.1 Teaching Students Oral English Strategies  51
      3.3.2.2 Creating Cooperative Classroom Atmosphere  51-54
      3.3.2.3 Giving Positive Feedback to Students  54-55
    3.3.3 Striving for a Harmonious and Affective Teacher-Student Relationship  55-56
      3.3.3.1 Developing a Personal Relationship with Students  55
      3.3.3.2 Showing Sincere Love to Students  55-56
      3.3.3.3 Being Impartial toward Students  56
  3.4 Summary  56-58
Chapter4 Methodology of the Study on English Learning Motivation of “San Ben”Students  58-68
  4.1 Overview  58
  4.2 Quantitative Research  58-60
    4.2.1 Purpose  58
    4.2.2 Subjects  58-59
    4.2.3 Instrument  59-60
      4.2.3.1 Questionnaire Description  59-60
      4.2.3.2 Administering the Questionnaire  60
  4.3 The Case Study of Four Demotivated Students  60-67
    4.3.1 Purpose  61
    4.3.2 Subjects  61-64
    4.3.3 Data Collection: Interview, Observation and Dairy  64-67
      4.3.3.1 Procedures of Interview  64-65
      4.3.3.2 Observation and Diary  65-67
  4.4 Summary  67-68
Chapter5 Findings and Discussions  68-100
  5.1 Overview  68
  5.2 Findings from the Quantitative Research  68-82
    5.2.1 General Description of the Results  68-70
      5.2.1.1 Results of the Pretest  68-69
      5.2.1.2 Results of the Posttest  69-70
      5.2.1.3 Analysis of the Change of the Students’English Learning Motivation  70
    5.2.2 General Findings on the Motivational Intensity  70-72
    5.2.3 General Findings on students’attitude towards English learning  72-73
    5.2.4 General Findings on Teacher-Student relationship  73-74
    5.2.5 General Findings on Teacher Expectancy Effect  74-76
    5.2.7 General Findings on Attribution  76-77
    5.2.8 The Comparative Analysis on the Results of Pre-test and Post-test  77-81
      5.2.8.1 Analysis of the Changes of Motivational Intensity.  77-78
      5.2.8.2 Analysis of Attitude Change  78-79
      5.2.8.3 Analysis of Change of Teacher-Student Relationship  79
      5.2.8.4 Analysis of the Change of Teacher Expectancy Effect  79-80
      5.2.8.5 Analysis of Self-efficiency Change  80-81
      5.2.8.6 Analysis of Attribution Change  81
    5.2.9 Summary of the Quantitative Result  81-82
  5.3 Findings from the Four Demotivated Students  82-98
    5.3.1 Findings from the Interview  82-87
      5.3.1.1 General Findings  82-83
      5.3.1.2 Findings on Affective Factors  83-87
    5.3.2 Findings from Diary and Observation  87-98
      5.3.2.1 Findings on language level  87-89
      5.3.2.2 Findings on leaner level  89-96
      5.3.2.3 Findings on the learning situational level  96-98
  5.4 Summary of the Qualitative Result  98-100
Chapter Six Conclusion  100-104
  6.1 Overview  100
  6.2 Major Findings  100-101
  6.3 Pedagogical Implications  101
  6.4 Limitations of the Study  101-102
  6.5 Suggestions for Future Study  102-104
BIBLIOGRAPHY  104-108
APPENDIX  108-110
ACKNOWLEDGEMENT  110-112
PUBLISHED PAPERS  112

运用积极情感管理模式提高三本院校学生自主学习能力的实证研究

内容摘要

全文目录

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