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课堂外语学习动机对学习行为的影响

2020-11-28阅读(441)

课堂外语学习动机对学习行为的影响

论文摘要

本文研究了课堂环境下中国大学生英语学习动机的内外在因素对学习行为的影响作用。作者参考教育学和第二语言习得领域已有的理论和实证研究,从社会建构主义视角出发,聚焦中国的大学英语课堂,构建了本研究的理论框架。该理论框架由三个假设构成,即(1)大学生英语学习动机的内在因素,包括认知与情感因素,对他们的学习行为有直接和/或间接的影响;(2)课堂学习的环境因素对学习行为有直接和/或间接的影响;(3)内在因素与外在因素之间有交互作用,共同影响学生的英语学习行为。为了验证这一理论框架,作者参考已有的文献和研究,设计了课堂外语学习动机问卷并对问卷进行了反复修改。问卷修改过程中共计有四个批次1260名学生参与了调查,以保证问卷有较高的信度和效度。问卷的最终版本包括153个题目,涉及课堂外语学习动机的内外在因素和学习行为。该研究以问卷调查为主,通过回答问题、课堂记录与访谈的形式收集定性数据为辅,对数据进行三角验证。来自山东省内不同层次的7所高校的1140名英语专业和非英语专业的二年级学生参加了最后的问卷调查。数据的统计结果支持本研究构建的因果模型,表明本研究的三个假设成立,即课堂外语学习动机的内外在因素影响学生的学习行为。首先,内在因素影响学习行为。自我效能、兴趣、态度、期望价值、社会目标、成功归因对学习行为有正面的直接影响,而近期目标、失败归因和焦虑对学习行为有负面的直接影响,远期目标对行为没有直接影响。另外,兴趣、期望价值、自我效能、态度与远期目标对行为还有间接影响。对学习行为总体影响最大的因素是兴趣,其次为自我效能和态度,其余因素的影响效力依次为社会目标、期望价值、成功归因、近期目标、失败归因和焦虑。其次,外在因素对学习行为也有直接和/或间接影响。七个外在因素对学习行为都有直接影响,教师角色、任务价值、课堂结构、重要他人和资源对学习行为还有间接影响。总体来看,对学习行为影响效力最大的因素是教师,其次是任务价值和课堂结构,其余因素的影响效力依次为资源、重要他人、小组动因和反馈。再次,内外在因素之间存在交互作用,共同影响学习行为。本研究收集到的定性数据也基本支持问卷调查的发现。本研究还通过独立样本t检验对不同性别、专业、自我评价类型的学生进行了比较,探讨他们在课堂英语学习的内外在因素和学习行为上的异同。结果表明本研究设计的问卷能够区分不同类型的学生,男生与女生、英语专业与非英语专业、自我评估成功和不成功的学生在课堂外语学习动机和行为上存在许多差别。首先,男女生在远期目标、自我效能、焦虑和失败归因四个因素上没有显著性差异。而在存在显著性差异的变量上,除近期目标外,女生得分均高于男生,表明女生有较强的学习动机、更加重视课堂环境因素,学习行为更积极。对男女生路径模型进行的比较显示,男女生之间也有一定差异。从内在因素对学习行为的影响模型来看,近期目标和远期目标对男生的行为没有直接影响,而态度和失败归因对女生的焦虑没有直接影响。从外在因素对学习行为的影响模型来看,女生表现出三点不同,即在重要他人与反馈、任务价值与小组动因和资源与任务价值三对因素之间不存在直接影响。其次,英语专业和非英语专业学生在失败归因和反馈两个因素上没有显著性差异。除了近期目标和焦虑两个对行为有消极影响的变量以外,英语专业学生在其他变量上的得分均高于非英语专业的学生,表现出更强的课堂外语学习动机和更积极的学习行为。另外,学习成功者和不成功者在远期目标、重要他人和反馈三个因素上没有显著性差异。在存在显著性差异的变量上,除近期目标和焦虑两个变量以外,学习成功者得分均高于不成功者,说明学习成功者的课堂外语学习动机比学习不成功者更强,学习行为更积极。总之,本研究的发现既与过去的外语学习动机研究结果基本一致,又验证了本研究提出的理论假设,对外语学习动机理论研究与外语教学都有重要的启示意义。在理论上,动机研究应该将具体环境因素纳入研究范畴,考虑课堂因素对学习行为的影响作用,才能对外语学习动机的本质有更全面的认识。在教学上,本研究有助于大学英语教师全面了解大学生的课堂外语学习动机。教师可以使用本研究设计的问卷诊断学生的课堂英语学习动机情况,继而通过调整自己的教学激发和维持学生的英语学习动机。由于动机的复杂本质,本研究涉及的课堂外语学习动机的内外在因素不可能覆盖动机的各个方面,因此对课堂外语学习动机还需要进一步研究,以丰富和深化我们对课堂外语学习动机的了解。

论文目录

  • Abstract
  • 摘要
  • List of Tables
  • List of Figures
  • List of Appendices
  • List of Abbreviations
  • Chapter One Introduction
  • 1.1 Statement of the Problem
  • 1.2 Objectives of the Study
  • 1.3 Significance of the Study
  • 1.3.1 Theoretical Significance
  • 1.3.2 Methodological Significance
  • 1.3.3 Pedagogical Significance
  • 1.4 Outline of the Dissertation
  • Chapter Two Review of Previous Studies of Motivation
  • 2.1 Motivation Defined
  • 2.2 Motivational Theories in Psychology and Education
  • 2.2.1 Behavioristic Perspective and Reinforcement
  • 2.2.2 Humanistic Perspective and Human Needs
  • 2.2.3 Cognitive Perspectives and Human Beliefs
  • 2.2.3.1 Expectancy-value Theories
  • 2.2.3.2 Self-efficacy
  • 2.2.3.3 Attribution
  • 2.2.3.4 Goal Theories
  • 2.2.3.4.1 Goal Orientation Theory
  • 2.2.3.4.2 Goal Structures
  • 2.2.3.4.3 Goal Setting Theory
  • 2.2.3.4.4 Other Theories Related to Goals
  • 2.2.3.5 Self-Determination Theory
  • 2.2.4 Interactive Perspective and Social Influence
  • 2.2.4.1 Social Cognitive Approaches
  • 2.2.4.2 Socio-cultural Approaches
  • 2.3 The Study of Affect in Education
  • 2.3.1 Interest
  • 2.3.2 Anxiety
  • 2.4 The Study of Classroom Motivation in Educational Psychology
  • 2.4.1 Classroom Tasks
  • 2.4.2 Instructional Practice
  • 2.4.3 Classroom Relationships
  • 2.5 Motivational Studies in SLA
  • 2.5.1 Theoretical Construction of Second/Foreign Language Learning Motivation
  • 2.5.1.1 Gardner's Socio-educational Model
  • 2.5.1.2 Crookes and Schmidt' Framework
  • 2.5.1.3 Oxford and Shearin's Framework
  • 2.5.1.4 Schumann's Biological Model
  • 2.5.1.5 Williams and Burden's Social Constructivist Model
  • 2.5.1.6 D（o|¨）rnyei's Foreign Language Learning Motivation Model
  • 2.5.1.7 The Expanded Model of Gardner
  • 2.5.1.8 Evaluation of the Theoretical Frameworks
  • 2.5.2 Empirical Studies of Second/Foreign Language Learning Motivation
  • 2.5.2.1 Studies of Integrative and Instrumental Motivation
  • 2.5.2.2 Studies of Intrinsic and Extrinsic Motivation
  • 2.5.2.3 Studies of Cognitive Factors of Motivation
  • 2.5.2.4 Studies of Affective Factors of Motivation
  • 2.5.2.5 Studies of Classroom Factors
  • 2.5.2.6 Studies of Learning Strategies and Other Variables
  • 2.6 Motivational Studies in China
  • 2.7 Evaluation of Motivational Studies and Research Gaps
  • 2.8 Summary
  • Chapter Three Conceptual Model of EFL Classroom Learning Motivation
  • 3.1 The Social Constructivist Perspective
  • 3.2 A Conceptual Model of EFL Classroom Learning Motivation
  • 3.3 Working Definition of Motivation and Variables Included in the Model
  • 3.3.1 Motivation Redefined
  • 3.3.2 Internal Factors
  • 3.3.3 External Factors
  • 3.3.4 Learning Behavior
  • 3.4 Excluded Factors
  • 3.5 Summary
  • Chapter Four Research Design
  • 4.1 Research Design for the Quantitative Study
  • 4.1.1 Research Hypotheses
  • 4.1.2 Subjects
  • 4.1.3 Instruments
  • 4.1.3.1 Questionnaire of EFL Classroom Learning Motivation
  • 4.1.3.1.1 Points Considered in the Construction of the Questionnaire
  • 4.1.3.1.2 Structure of the Questionnaire
  • 4.1.3.1.3 Content of the Questionnaire
  • 4.1.3.1.4 Sources of the Questionnaire Items
  • 4.1.3.1.5 Description of the Development of the Questionnaire
  • 4.1.4 Data Collection
  • 4.1.5 Data Analysis
  • 4.1.6 Construction of the Model of EFL Classroom Learning Motivation
  • 4.1.6.1 SEM Modeling
  • 4.1.6.2 Preparation of the Observed and Latent Variables
  • 4.1.6.3 Confirmatory Factor Analysis of the Variables
  • 4.2 Research Design for the Qualitative Study
  • 4.2.1 Objectives
  • 4.2.2 Subjects
  • 4.2.3 Instruments
  • 4.2.3.1 The open-ended question
  • 4.2.3.2 The Retrospective Description of an English Class
  • 4.2.3.3 Interview
  • 4.2.3.4 Final Examination Scores
  • 4.2.4 Data Collection
  • 4.2.5 Data Analysis
  • 4.3 Summary
  • Chapter Five Results and Discussion
  • 5.1 Construction of the Model of EFL Classroom Learning Motivation
  • 5.1.1 Descriptive Statistics and Structural Validity of the Attribution Scales
  • 5.1.2 Descriptive Statistics and Structural Validity of the Motivation Inventory
  • 5.1.3 Description and Interpretation of the Model
  • 5.1.3.1 The Overall Model
  • 5.1.3.2 The Effects of Internal Factors on Learning Behavior
  • 5.1.3.3 The Effects of External Factors on Learning Behavior
  • 5.2 Comparisons Between Different Types of Students on the Basis of the Model
  • 5.2.1 Gender Differences
  • 5.2.1.1 Differences Between Male and Female Students
  • 5.2.1.2 Path Differences Between Male and Female Students
  • 5.2.2 Differences Between English Majors and Non-English Majors
  • 5.2.3 Differences Between Successful and Less Successful Students
  • 5.3 Summary
  • Chapter Six Conclusion
  • 6.1 Major Findings
  • 6.1.1 Findings Concerning the Effects of Motivational Factors on Students' Learning Behavior
  • 6.1.2 Findings Concerning the Comparison Between Different Types of Students
  • 6.2 Implications of the Study
  • 6.2.1 Theoretical Implications
  • 6.2.2 Methodological Implications
  • 6.2.3 Pedagogical Implications
  • 6.2.3.1 Having a Comprehensive Understanding of EFL Classroom Learning Motivation
  • 6.2.3.2 Promoting Motivation in EFL Classrooms
  • 6.3 Limitations of the Study
  • 6.4 Suggestions for Future Research
  • References
  • Appendices
  • Acknowledgements
  • Publications
  • 学位论文评阅及答辩情况表

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