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英语学习动机与成绩：一项相关性个案研究

作　者: 蔡洪
导　师: 林文治
学　校: 西南大学
专　业: 教育技术学
关键词: 外语学习学习动机类型英语语言水平相关性
分类号: H319
类　型: 硕士论文
年　份: 2009年
下　载: 373次
引　用: 1次
阅　读: 论文下载

内容摘要

动机是影响外语学习的最主要的因素之一。没有学习动机就无法达到长远的目标。正因为如此,对动机的研究受到了广泛的关注和极大的重视。早在二十世纪五十年代,Gardner和Lambert就开始对动机进行研究。他们的研究将外语学习的动机划为两种:融入型动机和工具型动机。另一种划分则是将动机分为内在动机和外在动机。Deci和Ryan(1985)的自我决定论关注的就是被看作处于同一连续体的这两种动机。Bailey(1986)认为这两种角度把学习动机分成了内在融入型动机、外在融入动机、内在工具型动机和外在工具型动机四种。在前人研究的基础上,本研究主要关注中国英语专业大学生的这四种学习动机,试图考察这四种学习动机与学习成绩的关系。本研究采用了Gardner(1985)的动机量表,并结合中国大学生学习英语的特点做了适当的修改,对长江师范学院(重庆、涪陵)外国语言文学系英语专业一年级的154名新生进行了问卷调查和英语水平测试。问卷调查和测试收集的数据使用SPSS 13.0进行了统计分析。相关分析用来调查英语学习动机与学习成绩的关系,并使用了数学公式来测试两两相关系数之间差异的显著性。结果发现,这四种学习动机对学习成绩没有影响,这与以往的研究结果不太一致。然而,从研究中发现,学生对英语学习有较强烈的工具型动机。内在工具型动机与写作能力显著相关,外在工具型动机与听力、阅读和写作能力也为显著相关。外在工具型动机与阅读的相关系数明显强于内在工具型动机与阅读的相关系数;外在工具型动机与写作的相关系数也明显强于外在融入型动机与写作的相关系数。研究的结果表明,很多中国英语专业大学生学习英语的动机主要是工具型的。有必要更多地关注和培养学生的内在动机。特别是,英语教师应该充分利用学生的工具型动机,引导学生培养对英语学习的内在动机。

全文目录

Acknowledgements  5-9
List of Tables  9-10
List of Symbols  10-11
Abstract  11-13
内容摘要  13-15
Chapter One Introduction  15-19
  1.1 Background  15-17
  1.2 Significance of the Study  17
  1.3 Organization of the Thesis  17-19
Chapter Two Literature Review on Motivation  19-43
  2.1 Definitions of Motivation  19-21
  2.2 Classifications of Motivation  21-26
    2.2.1 Integrative Motivation vs.Instrumental Motivation  21-23
    2.2.2 Intrinsic Motivation vs.Extrinsic Motivation  23-26
  2.3 Theories of Motivation in Psychology  26-31
    2.3.1 Expectancy-Value Theories  26-29
      2.3.1.1 Achievement Theory  27-28
      2.3.1.2 Attribution Theory  28
      2.3.1.3 Self-efficacy Theory  28-29
      2.3.1.4 Self-worth Theory  29
    2.3.2 Goal Theories  29-30
    2.3.3 Self-Determination Theory  30-31
    2.3.4 Social Psychological Theories  31
  2.4 Motivational Models in Second/Foreign Language Learning  31-40
    2.4.1 Gardener's Socio-Educational Model  31-33
    2.4.2 Tremblay and Gardner's Model of L2 Motivation  33-35
    2.4.3 Schumann's Neurobiological Model  35-36
    2.4.4 Dornyei's Three-level Categorization  36-38
    2.4.5 Dornyei and Otto's Process Model  38-40
      2.4.5.1 Action Sequence  38-39
      2.4.5.2 Motivational Influences on Different Action Phases of the Model  39-40
  2.5 Studies of L2 Learning Motivation in China  40-43
Chapter Three Research Question and Method  43-49
  3.1 Research Question  43-44
  3.2 Method  44-49
    3.2.1 Subjects  44
    3.2.2 Materials  44-46
      3.2.2.1 A Questionnaire on College Students' English Learning Motivation  45
      3.2.2.2 An English Proficiency Test  45-46
    3.2.3 Procedure  46-47
      3.2.3.1 Administering Questionnaire-based Survey  46-47
      3.2.3.2 Testing  47
    3.2.4 Data Collection and Analysis  47-49
Chapter Four Results and Discussion  49-56
  4.1 Correlation Analyses between Motivation Types and Language Proficiency  49-50
  4.2 Differences between Correlations of Motivation Types and General Proficiency  50-52
    4.2.1 Language Proficiency and Motivation 1 vs.Language Proficiency and Motivation 2  50-51
    4.2.2 Language Proficiency and Motivation 3 vs.Language Proficiency and Motivation 4  51
    4.2.3 Language Proficiency and Motivation 1 vs.Language Proficiency and Motivation 3  51
    4.2.4 Language Proficiency and Motivation 2 vs.Language Proficiency and Motivation 4  51-52
  4.3 Differences between Correlations of Motivation Types and Listening  52-53
    4.3.1 Listening and Motivation 1 vs.Listening and Motivation 2  52
    4.3.2 Listening and Motivation 3 vs.Listening and Motivation 4  52
    4.3.3 Listening and Motivation 1 vs.Listening and Motivation 3  52
    4.3.4 Listening and Motivation 2 vs.Listening and Motivation 4  52-53
  4.4 Differences between Correlations of Motivation Types and Reading  53-54
    4.4.1 Reading and Motivation 1 vs.Reading and Motivation 2  53
    4.4.2 Reading and Motivation 3 vs.Reading and Motivation 4  53
    4.4.3 Reading and Motivation 1 vs.Reading and Motivation 3  53-54
    4.4.4 Reading and Motivation 2 vs.Reading and Motivation 4  54
  4.5 Differences between Correlations of Motivation Types and Writing  54-56
    4.5.1 Writing and Motivation 1 vs.Writing and Motivation 2  54
    4.5.2 Writing and Motivation 3 vs.Writing and Motivation 4  54
    4.5.3 Writing and Motivation 1 vs.Writing and Motivation 3  54-55
    4.5.4 Writing and Motivation 2 vs.Writing and Motivation 4  55-56
Chapter Five Conclusion  56-59
  5.1 Findings of the Study  56-57
  5.2 Implications of the study  57
  5.3 Limitations  57-59
References  59-63
Appendix A A Questionnaire on College Students' English Learning Motivation  63-66
Appendix B English Proficiency Test  66-84
Appendix C Key to English Proficiency Test  84-86
Appendix D Criteria for Scoring Compositions in CET-4  86-88
Appendix E Raw Data from Questionnaire Survey and English Proficiency Test  88-93

英语学习动机与成绩：一项相关性个案研究

内容摘要

全文目录

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