动机缺失背后隐藏着什么 ——对准艺术类高中学生学习动机的实证式研究

论文摘要

动机被公认为是影响学习者语言学习成就的最重要的个人因素,如果不能很好的了解学生的英语学习动机,很难有效地达到我们的教育目的。在西方,研究者们已经做了大量的关于第二语言习得动机方面的研究。但在中国,外语学习动机的研究起步较晚,而且国内的动机调查研究对象主要是大学生,关注的也多是学习动机的类型或者内在结构,而关注学生无动机和动机缺失的几乎没有。而在笔者任教的艺术类特色高中,学生的英语学习基础普遍比较薄弱,所以在他们身上存在的英语学习动机问题也较多,基本上呈现出动机缺失的状态。因此,作者把这一特殊群体作为研究对象,采用定量定性相结合的研究方法,试图发现这些学生在英语学习中的动机问题,探索其英语学习动机的形成过程和原因。笔者在研究中发现这些学生虽然具备一定的动机,但动机强度普遍很低,动机类型主要是工具性动机。而且在对学习动机和学习成绩进行相关分析以后,得出结论：学习动机和学习成绩呈正相关；成绩好的学生动机强度比学习差的动机强度大；成绩好的学生通常具有融入型动机,而成绩差的学生则更多地具有工具型动机。随后通过访谈和观察,进一步探寻了造成这些状况的根源以及分析动机缺失和无动机现象形成的原因。动机缺失和无动机在低动机强度学生中非常普遍。研究结果表明,在英语学习中,内在原因(学生对英语学习消极的态度、不正确的学习方法、自信心的丢失),外在原因(教师、学习环境、家庭、教材、评价体系等)都导致了这些动机问题。此外,在导致学生动机缺失的诸多外在因素中,教师是最重要的因素,能够直接或间接的导致学生动机缺失因素的产生。根据调查结果,笔者提出了可以利用良好的师生关系,转变教学方法,建立有效的评价机制,激发学生内在学习动机等方式改进提高学生的学习动机。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Origin of the Study
• 1.2. Rationale of the Study
• 1.2.1 Importance of Motivation Research
• 1.2.2 New Curriculum Standard for English Learning of Senior High Students
• 1.2.3 Researches on Motivation at Home and Abroad
• 1.3. Research Questions
• 1.4. Structure of the Thesis
• Chapter Two Literature Review
• 2.1 Definition of Motivation and Demotivation
• 2.2 Leading Motivation Theories
• 2.2.1. Need Theory
• 2.2.2 Reinforcement Theory
• 2.2.3 Cognitive Psychology Theory
• 2.3 Leading Motivation Researchers and Their Researches
• 2.3.1 Lambert and Gardner's Social-psychological Model
• 2.3.2 Clement's Self-confidence Theory
• 2.3.3 Dornyei's Extended Motivational Framework
• 2.4 Demotivation Study and Second Language Teaching
• 2.5 Deficiencies in Motivation Study
• Chapter Three Design and Implementation
• 3.1 Quantitative vs. Qualitative Studies
• 3.1.1 Participants
• 3.1.2 Instruments
• 3.1.3 Procedures and Data Collection
• 3.2 Data Analyses
• Chapter Four Findings of the Study
• 4.1 Motivation Level of the Quasi-art Students
• 4.2 Correlation between Motivation Level and English Learning
• 4.3 Concrete Factors Leading to Demotivation
• 4.3.1 Intrinsic Factors
• 4.3.1.1 Negative Attitude towards English
• 4.3.1.2 Inappropriate Learning Strategy
• 4.3.1.3 Reduced Self-confidence
• 4.3.2 Extrinsic Factors
• 4.3.2.1 Teachers Related Factors
• 4.3.2.2 Learning Environment
• 4.3.2.3 Other Extrinsic Factors
• Chapter Five Pedagogic Implications
• 5.1 Teachers' Active Influence on Students' Learning Motivation
• 5.1.1 Teacher with Good Personalities
• 5.1.2 Teachers' Positive Expectations
• 5.1.3 Good Relationship between Teachers and Students
• 5.2 A Supportive External Learning Environment
• 5.2.1 From Traditional Teaching Method to Flexible Teaching Method
• 5.2.2 Learning Materials for Students
• 5.2.3 The Use of Evaluation System
• 5.3 Students' Intrinsic Learning Motivation
• 5.3.1 Students' Self-confidence in English Learning
• 5.3.2 Causal Attributions to Efforts rather than to Ability
• 5.3.3 Students' Short-term Goals
• Chapter Six Conclusion and Limitation
• 6.1 Conclusion
• 6.2 Limitations
• 6.3 Suggestions for Future Research
• Bibliography
• Appendix Ⅰ The Questionnair of Students' English Learning in High School
• Appendix Ⅱ Most Transcript of the Interview
• Appendix Ⅲ Correlation Statistics on Motivation between High Achievers and Low Achievers
• Appendix Ⅳ Critical Values of Pearson Product-Moment Correlation Coefficient （part）