中学英语教师课堂动机策略使用情况研究

论文摘要

动机被公认为影响二语或外语学习的一个重要的非智力因素。由于语言学习特别是外语学习大多在课堂中进行，所以教师在激发学生动机方面所起的作用应引起足够重视。虽然近年来已有大量研究探讨了不同教师群体的动机策略，但建立在课堂数据基础上的实证研究还为数不多。鉴于此，本论文拟就中国高中教师对动机策略重要性和使用频率的认识进行调查，并探究影响他们认识和实际运用的个体因素。本调查的数据来自对山东省三个地市103位高中教师所做的问卷调查和随后对其中六位教师进行的访谈。调查结果显示，教师们认为八种策略对于激发学生的动机非常重要而且经常使用，这些策略包括：以身作则，树立榜样；建立良好的师生关系；增强学生学习语言的自信心；讲课明了易懂；创造轻松、愉快的课堂环境；鼓励学生将学习成败归因于努力；促进学生的自主学习；以及使课堂语言学习生动有趣。此外，动机策略的使用频率也不尽相同。有些策略使用频繁，有些策略则相对较少使用。研究还发现，高中教师对动机策略的认识和实际运用受性别因素的影响较小，但教龄的影响较大。基于对以上结果和发现的讨论，本文对高中教师和所在学校提出了一些建议。作为教师应注意一些策略在激发学生动机方面的潜在效果，使用多种策略激发学生，有意识地在课堂中培养团体动力，同时加强与同事和学生的沟通与交流。学校方面应增加教师培训的机会，并加强教师自主能力的培养。

论文目录

• Abstract
• 摘要
• List of Abbreviations
• List of Tables
• List of Figures
• Chapter 1 Introduction
• 1.1 Introduction
• 1.2 Statement of the Problem
• 1.3 Purposes and Method of the Study
• 1.4 Significance of the Study
• 1.5 Organization of the Thesis
• Chapter 2 Review of the Literature
• 2.1 Introduction
• 2.2 Theoretical Explorations of Motivation in Psychology
• 2.2.1 Psychological Views of Motivation
• 2.2.2 Cognitive Views of Motivation
• 2.3 Motivation in Second/Foreign Language Learning
• 2.3.1 Gardner's Social Psychological Approach
• 2.3.2 Educational Shift in L2 Motivation Research
• 2.3.3 Process-oriented Approaches to L2 Motivation Research
• 2.4 Development of Motivational Strategies
• 2.5 Empirical Studies on Motivational Strategies
• 2.6 Research Gaps and Research Questions
• 2.7 Chapter Summary
• Chapter 3 Methodology
• 3.1 Introduction
• 3.2 Participants
• 3.3 Sources of Data
• 3.3.1 Questionnaires
• 3.3.2 Semi-structured Interviews
• 3.4 Data Collection
• 3.5 Data Analysis
• 3.5.1 Processing Quantitative Data with SPSS
• 3.5.2 Eliciting Qualitative Data
• 3.6 Chapter Summary
• Chapter 4 Results and Findings
• 4.1 Introduction
• 4.2 Beliefs of Motivational Strategies
• 4.3 Perceived Use of Motivational Strategies
• 4.4 Gender, Beliefs, and Perceived Use of Motivational Strategies
• 4.5 Teaching Experiences, Beliefs and Perceived Use of Motivational Strategies
• 4.6 Teachers'Responses in Interviews
• 4.6.1 Perceived Important Motivational Strategies
• 4.6.2 Frequently Used and Less Often Used Motivational Strategies
• 4.6.3 Factors Influencing Beliefs and Use of Motivational Strategies
• 4.7 Chapter Summary
• Chapter 5 Discussion
• 5.1 Introduction
• 5.2 Important and Frequently Used Motivational Strategies
• 5.2.1 Serving as a Model in the Classroom
• 5.2.2 Developing a Rapport with Students
• 5.2.3 Increasing Students' Self-confidence in their Linguistic Competence
• 5.2.4 Giving Clear Lesson Presentations
• 5.2.5 Creating a Pleasant, Relaxed Classroom Atmosphere
• 5.2.6 Promoting Effort Attributions
• 5.2.7 Promoting Student Autonomy
• 5.2.8 Making the Language Classes Interesting
• 5.3 The Least Frequently Used Motivational Strategies
• 5.4 The Less Often Used Motivational Strategies
• 5.5 The Influencing Factors of Gender and Teaching Experiences
• 5.5.1 Gender
• 5.5.2 Teaching Experiences
• 5.6 Chapter Summary
• Chapter 6 Implications
• 6.1 Introduction
• 6.2 Implications for Teachers
• 6.2.1 Drawing Attention to the Potential Motivating Effects of Some Strategies
• 6.2.2 Using a Variety of Motivational Techniques :
• 6.2.3 Building up Group Dynamics in the Classroom
• 6.2.4 Strengthening Communication with Colleagues and Students
• 6.3 Implications for Schools
• 6.3.1 Increasing Opportunities of Teacher Training
• 6.3.2 Promoting Teacher Autonomy
• 6.4 Chapter Summary
• Chapter 7 Conclusion, Limitations and Recommendations
• 7.1 Summary of the Study
• 7.2 Limitations and Recommendations
• References
• Appendix I
• Appendix II
• Appendix III
• Appendix IV
• Appendix V
• Appendix VI
• Appendix VII
• Appendix VIII
• Appendix IX
• Acknowledgements
• 学位论文评阅及答辩情况表