成人英语学习者动机调查及课堂教学策略 ——基于教学案例的研究

论文摘要

“动机很可能是最常用于解释几乎所有行为成败的重要因素(Brown, 1987:114)。”在二语习得领域,许多研究也表明动机是语言学习成功的先决条件,动机水平高的学习者的学习效果要好于动机水平低的学习者。(例如Gardner 1985; Ellis 1994; Tremblay 1995)。因此,动机在英语教学中发挥着重要作用,进行外语学习动机研究,可以帮助我们探索激发外语学习动机的策略,提高学生动机水平。笔者在上海职工医学院长期从事成人英语教学。在教学过程中,笔者发现,大部分的成人学生缺乏英语学习的动力,普遍动机水平较低。本论文拟从多角度对成人英语学习动机进行研究,旨在实现两个目的:1、发现成人学生英语学习动机方面的特点以及各动机变量和动机行为(这里指努力程度)之间的相关性。2、根据研究结果提出一系列针对成人英语学习的动机激励策略。本文采用文献研究、访谈、课堂观察、问卷调查的研究方法。首先介绍了相关的动机理论以及这些理论对外语学习和教学的启示,从理论上分析了动机的重要性。笔者在这些理论的基础上确定了本文研究所涉及的动机变量。此外,笔者还总结了成人英语学习者的优势和劣势,并回顾的成人学习原则理论。然后采用问卷调查的方法,对职工医学院成人学生的英语学习动机和动机行为进行研究。结论如下:1)在9个动机变量中,自信心、教师、语言焦虑、对目标语及其文化的兴趣会在较大程度上影响努力程度。2)教材、效价、短期目标、长期目标也对努力程度有一定的影响。3)各动机变量不是孤立地作用于努力程度,而是相互作用。并分析了成人英语教学中存在的问题。在理论分析和调查研究的基础上,结合自己的英语教学实践和成人的特点,笔者提出了一系列动机激励策略:1.充分利用课堂时间; 2.增强自信心; 3.激发兴趣; 4.设立明确而又适当的目标; 5.适应教材; 6.改进评价体系。另外,笔者也对从事成人英语教学的教师的角色进行了探讨,并提出了若干与成人学生建立良好关系的方法。最后在策略实施之后,笔者通过实验班和对照班的学习效果和努力程度进行了比较,从学习成绩、努力程度的问卷调查以及教师的课堂观察三方面得出结论,即这些策略在目前的研究范围内取得了一定的成效。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• ABBREVIATIONS
• CHAPTER ONE INTRODUCTION
• CHAPTER TWO MOTIVATION AND SLA: LITERATURE REVIEW
• 2.1 DEFINITION OF MOTIVATION
• 2.2 MOTIVATION AND SLA AND THE SIGNIFICANCE OF MOTIVATION IN SLA
• 2.3 THEORIES OF MOTIVATION IN PSYCHOLOGY
• 2.3.1 Biological perspective: Need Theory
• 2.3.2 Behaviorist perspective: Reinforcement Theory
• 2.3.3 Cognitivst perspective
• 2.4 THE MOTIVATION THEORY IN SLA
• 2.4.1 Gardner’s Socio-educational model and his categorization of motivatin
• 2.4.1.1 Gardner’s Socio-Educational Model
• 2.4.1.2 Distinction between Integrative and Instrumental Motivation
• 2.4.2 Dornyei’s three-level Categorization
• 2.4.3 Tremblay and Gardner’s revised model
• 2.4.4.W en and Qin’s Study
• CHAPTER THREE CHARACTERISTICS OF ADULT LEARNERS
• 3.1 WHO ARE ADULTS?
• 3.2 DISADVANTAGES FOR ADULTS IN SLA
• 3.3 ADVANTAGES FOR ADULTS IN SLA
• 3.4 PRINCIPLES OF ADULT LEARNING
• CHAPTER FOUR ADULT LEARNERS’MOTIVATION: A CASE STUDY AT SMWC
• 4.1 BACKGROUND OF THE STUDY
• 4.1.1 Introduction of Shanghai Medical Workers College
• 4.1.2 Present situation of adult English learning at SMWC
• 4.2 OBJECTIVES OF THE STUDY
• 4.3 INSTRUMENTS
• 4.4 SUBJECTS
• 4.5 PROCEDURES
• 4.6 DATA ANALYSIS
• 4.6.1.G eneral description of the data
• 4.6.2.A nalysis of the results
• 4.6.3.Summary
• 4.6.3.1 Results of the study
• 4.6.3.2 Problems of current teaching
• CHAPTER FIVE PEDAGOGICAL STRATEGIES FOR ENHANCING ADULT LEARNERS’MOTIVATION
• 5.1 STRATEGIES TO MOTIVATE ADULT LEARNERS IN SMWC
• 5.1.1 Making full use of class time
• 5.1.1.1 Integrating previous knowledge with new knowledge
• 5.1.1.2 Strategies to teach classes of different levels
• 5.1.1.3 Code-switching
• 5.1.2 Enhancing self-efficacy
• 5.1.2.1 Familiarizing adult learners with their advantages in English learning
• 5.1.2.2 Decreasing adult learners’language anxiety
• 5.1.2.3 Guiding learners to make effort attribution and aptitude attributi
• 5.1.3 Arousing interest
• 5.1.3.1 Allowing choice and encouraging self-directed learning
• 5.1.3.2 Providing more chances to practice speaking
• 5.1.3.3 Cultivating the cross-cultural awareness
• 5.1.4 Setting specific and proximal goals
• 5.1.4.1 Setting specific and proximal goals
• 5.1.4.2 Making the adult learners realize the value of the goals
• 5.1.5 Adapting the textbook
• 5.1.5.1 Tailoring grammar instruction to learners’needs
• 5.1.5.2 Supplementing medical materials
• 5.1.5.3 Selecting speaking and listening exercises for adult learners
• 5.1.6 Improving the assessment system
• 5.1.6.1 Concepts of classroom-based assessment
• 5.1.6.2 Improving the single mode of assessment system
• 5.2 TEACHER’S ROLE AND RESPONSIBILITIES IN MOTIVATING ADULT LEARNERS
• 5.2.1 The qualities of a teacher as a facilitator
• 5.2.2 Developing a good teacher-student relationship
• CHAPTER SIX EVALUATION OF THE EFFECTS OF THE STRATEGIES
• 6.1 EVALUATION FROM THE TEST
• 6.2 EVALUATION FROM THE QUESTIONNAIRE
• 6.3 EVALUATION FROM THE OBSERVATION IN CLASS
• 6.4 LIMITATION OF THE STUDY
• APPENDIX I
• APPENDIX II
• APPENDIX III
• APPENDIX IV
• APPENDIX V
• BIBLIOGRAPHY