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高中生英语学习动机对学习策略选择的影响

作　者: 宇文喆萍
导　师: 郑丽华
学　校: 河北师范大学
专　业: 外国语言学及应用语言学
关键词: 学习动机学习策略预测力新课程标准高中生
分类号: G633.41
类　型: 硕士论文
年　份: 2010年
下　载: 345次
引　用: 0次
阅　读: 论文下载

内容摘要

随着高中英语新课程标准在全国的实施,高中生的学习策略问题成为学术界和教育界研究的热点,但有关英语学习动机和学习策略关系的研究数量还不多,既有研究的深度也不够。本研究以高中英语新课程标准对英语学习策略的划分为依据,旨在探讨高中生英语学习动机对英语学习策略选择的影响及新课标理念下高中英语教学思路和途径。论文以有关学习动机和学习策略的研究为基础,遵循新课程标准对学习策略的划分标准,运用定量研究方法,结合新课程标准的要求和程晓堂等人提出的英语学习策略思路,设计了本研究中的英语学习策略调查问卷。学习动机问卷采用台湾博士论文改编(Gardner, Schmidt)的动机问卷并结合中国高中生实际情况做了修改。通过实证分析,本研究得出的一些初步结果如下:1)高中生既有外在动机,也有内在动机和成就动机,但成就动机占优势;学生整体学习动机强度处于中等水平。女生动机强度和各项动机水平均高于男生并在动机强度、内在动机及成就动机上有显著性差异。文科学生英语学习动机水平高于理科学生。并在内在动机、成就动机和动机强度上呈显著性差异。男女生和文理科学生在外在动机上没有显著性差异。2)高中生整体学习策略使用频率呈中等水平,最常使用的是情感策略,其次是资源策略,认知策略和调控策略,最不常使用的是交际策略。女生在各项策略使用频率上均高于男生,受文理科男女生比例差异影响,文科学生各项策略使用频率均高于理科生并在情感策略、认知策略和调控策略上呈现显著性差异。3)动机强度、动机类型和学习策略使用频率之间呈正相关。学习策略使用频率可能和动机强度之间存在一种循环关系;动机强度对学习策略选择的预测力强于动机类型。以上研究发现,对于改进指定界定的英语学习和教学策略具有直接的指示作用,对于调整和完善英语学习和教学思路也具有启示意义。当然,限于学习本身以及学习动机和教学策略本身所具有的动态性与发展性,在本研究中难免会存在一些不足之处,有关结论也还需在进一步深化研究中得以验证和完善。

全文目录

Abstract  5-7
摘要  7-14
Chapter 1 Introduction  14-19
  1.1 Background of the Study  14-16
  1.2 Significance of the Current Study  16-17
  1.3 Statement of the Research Questions  17-18
  1.4 Organization of the Thesis  18-19
Chapter 2 Literature Review  19-36
  2.1 Language Learning Motivation  19-24
    2.1.1 Definitions of Motivation  19-20
    2.1.2 Classifications of Motivation  20-23
      2.1.2.1 Integrative Motivation and Instrumental Motivation  20-21
      2.1.2.2 Intrinsic Motivation and Extrinsic Motivation  21-22
      2.1.2.3 Achievement Motivation  22-23
      2.1.2.4 Motivational Intensity  23
    2.1.3 Recent Studies on EFL Learners’Motivation  23-24
  2.2 Language Learning Strategies  24-32
    2.2.1 Definitions of Language Learning Strategies  25
    2.2.2 Classifications of Language Learning Strategies  25-31
      2.2.2.1 O’Malley and Chamot’s Classification  26
      2.2.2.2 Oxford’s Classification  26-27
      2.2.2.3 Cohen’s Classification  27-28
      2.2.2.4 Classification of Language Learning Strategies by Chinese Researchers  28-30
      2.2.2.5 Classification of Language Learning Strategies in New English Curriculum Standards  30-31
    2.2.3 Factors Affecting the Choice of Language Learning Strategies  31-32
  2.3 Recent Studies on the Relationship between Language Learning Motivation and Language Learning Strategies  32-36
    2.3.1 Recent Studies on the Relationship between Language Learning Motivation and Language Learning Strategies abroad  33-34
    2.3.2 Recent Studies on the Link between English Learning Motivation and Learning Strategies in China  34-36
Chapter 3 Methodology  36-43
  3.1 Restatement of the Research Questions  36
  3.2 Participants  36-37
  3.3 Instruments  37-40
    3.3.1 Questionnaire on English Learning Motivation  38-39
    3.3.2 Questionnaire on English Learning Strategies  39-40
  3.4 Pilot Study  40-41
  3.5 Data Collection  41-42
  3.6 Data Analysis  42
  3.7 Summary  42-43
Chapter 4 Results and Discussion  43-71
  4.1 Research Question One  43-49
    4.1.1 High School Students’Motivation Types  43-45
    4.1.2 Correlation between High School Students’Motivational Intensity and Motivation Types  45-47
    4.1.3 Differences in English Learning Motivation with Regard to Gender  47-48
    4.1.4 Differences in English Learning Motivation with Regard to Specialty  48-49
  4.2 Research Question Two  49-55
    4.2.1 Overall Employment of Learning Strategies by High School Students In this section, a panorama of English learning strategies employed by high school  49-52
    4.2.2 Differences in English Learning Strategies by Gender  52-54
    4.2.3 Differences in English Learning Strategies with Regard to Specialty  54-55
  4.3 Research Question Three  55-70
    4.3.1 Correlation between English Learning Motivation and English Learning Strategies  56-58
    4.3.2 Group Differences of Motivational Intensity on English Learning Strategies  58-62
      4.3.2.1 Three Levels of Motivational Intensity  58-59
      4.3.2.2 Descriptive Statistic of English Learning Strategy Use Regarding Different Levels of Motivational Intensity  59-60
      4.3.2.3 Differences in the Use of English Learning Strategies with Regard to Three Different Levels of Motivational Intensity  60-62
    4.3.3 The Effects of English Learning Motivation on the Use of English Learning Strategies  62-68
      4.3.3.1 The Effects on Cognitive Strategies  62-64
      4.3.3.2 The Effects on Affective Strategies  64-65
      4.3.3.3 The Effects on Regulating Strategies  65-66
      4.3.3.4 The Effects on Communicative Strategies  66-67
      4.3.3.5 The Effects on Resource Strategies  67-68
    4.3.4 Summary of English Learning Motivation on the Use of English Learning Strategies  68-70
  4.4 Summary  70-71
Chapter 5 Conclusions, Implications and Limitations  71-76
  5.1 Conclusions  71-72
  5.2 Pedagogical Implications of the Study  72-75
  5.3 Limitations and Suggestions for Further Research  75-76
Bibliography  76-85
AppendixⅠ高中生英语学习动机调查问卷  85-87
AppendixⅡ高中生英语学习策略调查问卷  87-89
Acknowledgment  89-90
Appendix Ⅲ Academic Achievements  90

高中生英语学习动机对学习策略选择的影响

内容摘要

全文目录

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