中国大学英语学习中的教师去动机因素 ——来自混合法研究的证据

论文摘要

在动机研究领域,去动机这一提法相对较新；自多恩叶(2001a)提出后,去动机逐渐得到广泛的关注和研究。去动机会负面影响学习者的学习态度和学习行为,降低学习者的学习动机,导致长期、普遍、消极的学习效果。有一些研究指出了以下几种常见的去动机因素：教师,落后的学校设施,对二语的消极态度,教材等等。这些因素中,教师是最常提到的也是最有争议的因素。为此,本研究通过一个混合法研究,以教学实验的形式,来考察了中国大学英语学习中的教师去动机因素的影响。来自西南大学的297名学生和15名教师参与了本研究。135名学生和15名教师分别接受了1个开放式问卷调查和1个封闭式问卷调查,以判别哪些因素可能是教师虽然不认为有多大损害性可学生感觉到很削弱其学习动机的因素。其他的来自3个班的162名学生参与了教学实验,其中有效受试为69名,构成2个实验组和1个控制组。数据收集主要来自实验前后调查所使用的同一个借用的关于英语学习动机的调查问卷,以及分别在实验前后实施的2个级别相当的英语水平测试。通过定性和定量分析,研究结果显示,在从学生的反馈中收集到的21条教师去动机因素中,学生认为以下几条损害程度较大：1)教学方式单一、刻板；2)教师对课堂约束力差；3)教师过分强调自主学习；4)教师上课缺乏激情；5)教师忽略英语成绩差的学生；6)教师特别关注部分成绩好、优秀的学生。这6条因素共占受调查学生的去动机反馈的总频数的51.92%。然而,教师认为因素2和6损害性并不强。基于教师和学生认识的差异,本研究旨在揭示这些教师去动机因素是否对大学英语学习者的学习动机和学习成绩有影响。为此,教学实验针对因素2和6进行实验处理,结果证实这两条教师去动机因素对学习者英语学习动机和学习成绩都有损害。同时,实验结果还证明,较之教师特别关注部分成绩好、优秀的学生,教师对课堂约束力差这一因素对许多大学外语学习者伤害更大。希望本研究有助于中国大学英语教师认识教师避免降低学生学习动机方面的重要性,并着力避免或者减少去动机因素的负面影响。

论文目录

• Acknowledgements
• List of Tables
• List of Symbols
• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Research Orientation
• 1.2 Rationale for the Research
• 1.3 Organization of the Thesis
• Chapter Two An Overview on Demotivation
• 2.1 Motivation, Amotivation and Demotivation
• 2.1.1 Motivation
• 2.1.2 Amotivation
• 2.1.3 Demotivation
• 2.2 Research on Demotivation
• 2.2.1 Demotivation in Instructional Communication Research
• 2.2.2 Demotivation in L2 Learning
• 2.2.2.1 Chambers'Study
• 2.2.2.2 Oxford's Study
• 2.2.2.3 Ushioda's Study
• 2.2.2.4 Dornyei's Study
• 2.2.2.5 Sakai and Kikuchi's Study
• 2.2.2.6 Falout, Elwood and Hood's Investigation
• 2.2.2.7 Other Related Studies
• 2.3 Limitations of Previous Studies
• Chapter Three Research Question, Hypothesis, and Method
• 3.1 Research Question
• 3.2 Hypothesis
• 3.3 Method
• 3.3.1 Subjects
• 3.3.2 Materials
• 3.3.2.1 A Questionnaire on Teacher Demotivating Factors for Chinese College English Learners
• 3.3.2.2 A Questionnaire on the Detrimental Strength of Teacher Demotivating Factors for Chinese College English Learners
• 3.3.2.3 A Questionnaire on the Motivation of Chinese College English Learners
• 3.3.2.4 EP Pre-test and Post-test
• 3.3.3 Procedure
• 3.3.3.1 A Survey on Teacher Demotivating Factors for Chinese College English Learners
• 3.3.3.2 A Survey on the Detrimental Strength of Teacher Demotivating Factors
• 3.3.3.3 EP Pre-test and ELM Pre-survey
• 3.3.3.4 Teaching Experiment
• 3.3.3.5 EP Post-test and ELM Post-survey
• 3.3.4 Data Collection and Analysis Methods
• 3.3.4.1 Data Collection Methods
• 3.3.4.2 Statistic Analysis Methods
• Chapter Four Results and Discussion
• 4.1 Results
• 4.1.1 Surveys on Teacher Demotivating Factors
• 4.1.2 EP Pre-test and ELM Pre-survey
• 4.1.3 EP Post-test and ELM Post-survey
• 4.1.4 Development in EP and ELM
• 4.2 Discussion
• 4.2.1 Results for Specific Question 1
• 4.2.2 Results for Specific Question 2
• 4.2.3 Results for Specific Question 3
• Chapter Five Conclusion
• 5.1 Findings
• 5.2 Implications
• 5.3 Limitations
• References
• Appendix A A Questionnaire on Teacher Demotivating Factors for Chinese CollegeEnglish Learners（For Learners）
• Appendix B A Questionnaire on the Detrimental Strength of Teacher Demotivating Factorsfor Chinese College English Learnets（For Teachers）
• Appendix C A Questionnaire on the Motivation of Chinese College English Leamers
• Appendix D Pre-test on the Subjects’English Proficiency
• Appendix E Post-test on the Subjects’English Proficiency
• Appendix F Types of Teacher Demotivating Factors
• Appendix G Raw Data from the Questionnaire on the Detrimental Strength of TeacherDemotivating Factors for Chinese College English Learners
• Appendix H Raw Data of the Subjects from ELM Pre-survey
• Appendix I Total Scores of the Subj ects in EP Pre-test and ELM Pre-survey
• Appendix J Raw Data of the Subjects from ELM Post-survey
• Appendix K Total Scores of the Subjects in EP Post-test and ELM Post-survey