教师对高职学生英语学习动机的影响研究

论文摘要

动机是二语/外语学习中的一个重要因素。语言教师和研究者普遍认为动机是影响二语/外语学习效率以及成功与否的关键因素。学习动机强的学习者能够主动的学习,并且积极地融入学习过程,易于取得较大成功。对于动机,研究者有着不同地解释并且从生物学、行为主义、认知和社会学等不同的视角进行探讨。但是关于语言教师对学习者动机影响的研究却很有限,在对学习者动机影响中语言教师自身各个方面如教师的个性特点,教学行为和人际行为等的相互关系的研究更是匮乏。鉴于此,本文主要研究了外语教师对高职学生学习动机的影响并试图弄清外语教师在哪一方面对学生学习动机的影响最大。本研究对193名中国高职学生进行了问卷调查,并通过SPSS(13.0)统计分析软件对调查结果进行了分析。分析方法涉及到描述性统计分析、相关分析和方差分析等。研究结果表明在教学过程中外语教师对学生动机影响最大的方面是教师的个性特点,其次是教师的教学行为,影响最小的是教师的人际行为。详细地讲,在外语教师的个性和行为中,教师的英语熟练程度最为重要。同时教师对学生的态度,教师对学生表现的反馈,教师的适当期待和示范作用在激发学生学习动机方面也是必不可少的。而教师的一些人际行为对学生学习动机也有积极影响。研究还发现教师对高职学生动机的影响和学生的性别有一定的关系。外语教师的个性特点和人际行为对高职女生学习动机的影响更大,而高职男生则更容易受教师教学行为的影响。同时本文就如上研究结果进行了讨论,并且进一步探讨了本研究在教学方面的启示。

论文目录

• Abstract
• 摘要
• List of Abbreviations
• List of Tables
• Chapter One Introduction
• 1.1 Background of the Study
• 1.2 Statement of Problems
• 1.3 Significance of the Study
• 1.4 Structure of the Thesis
• Chapter Two Literature Review
• 2.1 Introduction
• 2.2 Definitions of Motivation
• 2.3 Types of Motivation
• 2.3.1 Intrinsic and Extrinsic Motivation
• 2.3.2 Integrative and Instrumental Motivation
• 2.4 Psychological Theories on Motivation
• 2.4.1 Expectancy-value Theories
• 2.4.2 Achievement Motivation Theory
• 2.4.3 Goal Theories
• 2.4.4 Social Psychological Theories
• 2.5 Frameworks of L2 Motivation
• 2.5.1 D（o|¨）rnyei's Extended Motivational Framework
• 2.5.2 Williams and Burden's Framework of L2 Motivation
• 2.6 Studies on Teachers and Students'Motivation
• 2.7 Studies on Learning Motivation of Chinese EFL Students
• 2.8 Research Gaps and Research Questions
• 2.9 Chapter Summary
• Chapter Three Methodology
• 3.1 Introduction
• 3.2 Participants
• 3.3 Instrument
• 3.4 Data Collection
• 3.5 Reliability of the Questionnaires
• 3.6 Data Analysis
• 3.7 Chapter Summary
• Chapter Four Results and Findings
• 4.1 Introduction
• 4.2 General Perceptions of Teachers' Influence on Students' Motivation
• 4.3 Group Differences of English Teachers'Influence
• 4.4 Influence of Different Aspects of English Teachers
• 4.4.1 The Influence of English Teachers' Personal Characteristics
• 4.4.2 The Influence of English Teachers' Instructional Behaviors
• 4.4.3 The Influence of English Teachers' Interpersonal Behaviors
• 4.5 Correlation between English Teachers' Influence and Students' Gender
• 4.6 Chapter Summary
• Chapter Five Discussion
• 5.1 Introduction
• 5.2 Teachers'English Proficiency
• 5.3 Teachers'Attitude towards Students
• 5.4 Teachers' Personalities
• 5.5 Teachers'Feedback
• 5.6 Teachers' Expectancy and Modeling
• 5.7 Chapter Summary
• Chapter Six Pedagogical Implications
• 6.1 Introduction
• 6.2 Improving Teachers'English Proficiency
• 6.3 Teaching with a Proper Attitude
• 6.4 Providing Effective Feedback
• 6.5 Teaching with Proper Expectancy
• 6.6 Setting up a Model
• 6.7 Building up a Supportive Classroom Climate
• 6.8 Paying Attention to Gender Difference
• 6.9 Chapter Summary
• Chapter Seven Conclusion, Limitations and Suggestions
• 7.1 Summary of the Study
• 7.2 Limitations of the Study
• 7.3 Suggestions for Future Studies
• References
• Appendix
• Acknowledgements
• 学位论文评阅及答辩情况表