高中学生英语学习动机的调查研究及分析

论文摘要

动机是影响语言学习效果的重要因素之一。国外关于动机的研究主要集中在各个年龄段的西方学习者在二语环境下的语言习得,国内主要以大学本科生或硕士生为研究对象,对于高中学生的语言学习动机却很少给与应有的关注和研究。高中生是我国英语学习的最大群体之一,高中阶段又是学生为将来语言学习打基础的重要阶段,对其进行研究就显得尤为重要。本文采用观察、调查、访谈、个案分析等研究方法和手段对陕西省某一地处县城的省级重点中学高中学生的英语学习动机状况进行了较为深入的调查分析。在研究的第一阶段,我们分别从高一、高二和高三三个年级的60个自然班中随机抽取了3个自然班(共219名学生,其中男109名、女110名)进行研究。通过调查问卷Ⅰ,我们发现了高一高二和高三学生在英语学习动机方面存在性别差异、城乡差异以及年级差异等。在性别方面,我们发现女生的英语学习动机略微高于男生;在城乡方面,农村学生的英语学习动机明显高于城镇学生;在年级方面,高一高二和高三学生在英语学习动机方面存在显著差异,特别是高二年级学生的英语学习动机明显低于高一和高三。然后,我们对存在的差异从内因和外因两个方面进行了分析。在第二阶段,在他们英语任课老师和班主任推荐的基础上,我们从高二年级的受试者中选取了10名低动机者,并对其进行了为期二个月的内外因素的加强和改善。通过调查问卷Ⅱ,我们发现这10名受试者的动机在实验结束时明显提高。最后,在此研究的基础上,我们就改善当前高中英语学习及教学的现状提出了建设性建议。全文共分为五部分。第一部分引言,简要介绍该研究的背景、目的、意义及整体结构。第二部分文献综述,首先介绍了动机的概念和分类,并简要回顾了国内外对动机理论的研究现状以及最新的发展动态。随后阐述了动机与英语教学的关系及动机在外语教学中的现实意义。第三部分介绍了研究设计,该研究包括问卷调查和个案研究两个阶段。第一阶段采用问卷调查的方式对影响高中生英语学习的内部因素和外部因素进行调查分析。内部因素主要指学生的心理因素,以前的学习经验以及个人的学习态度,学习方法和努力程度等。外部因素则主要指学习者所处的学校,家庭及社会环境等。在诸多因素中,教师因素是最为重要的因素之一。第二阶段,在高二年级的受试者中选取10个低动机的学生进行个案研究。第四部分是对调查问卷和个案研究结果分别进行数据分析和讨论。第五部分是结论部分,就如何激发高中学生的英语学习动机提出建设性建议。

论文目录

• Acknowledgements
• Abstract（English）
• Abstract（Chinese）
• A List of Tables
• Abbreviations Used in This Thesis
• Chapter One Introduction
• 1.1 Background of the Investigation
• 1.2 Research Objectives
• 1.3 General Organization
• Chapter Two Theoretical Rationale of Motivation
• Part One:Literature Review on Motivation
• 2.1 The Definition of Motivation
• 2.2 Categorization of Motivation from Diverse Perspectives
• 2.2.1 Integrative and Instrumental Motivation
• 2.2.1.1 Integrative Motivation
• 2.2.1.2 Instrumental Motivation
• 2.2.1.3 The Relationship between the Two
• 2.2.2 Intrinsic and Extrinsic Motivation
• 2.2.2.1 Extrinsic Motivation
• 2.2.2.2 Intrinsic Motivation
• 2.2.2.3 The Relationship between the Two
• 2.3 The Development of the Theories on Motivation
• 2.3.1 Bio-Behavioral Theories on Motivation
• 2.3.2 Social Cognitive Theory
• 2.3.3 The Social Constructive View on Motivation
• Part Two:Learning Motivation and EFL Learning
• 2.4 The Definition of Learning Motivation
• 2.5 Relevant theories concerning Learning Motivation
• 2.5.1 Gardner's Socio-Educational Model
• 2.5.2 Domyei's Three-Level Categorization
• 2.6 Specific Motivational Components and the Value in EFL Learning
• 2.6.1 Valence
• 2.6.2 Attribution Theory
• 2.6.3 Self-Determination Theory
• 2.7 The Relationship between Learning Motivation and EFL Learning
• 2.8 The Relevant Characteristics of Adolescence
• 2.8.1 The Definition of Adolescence
• 2.8.2 The Divination of the Adolescence
• 2.8.3 The Relevant Characteristics of Adolescent's Perception
• 2.8.4 The Development of Adolescents
• 2.8.4.1 The Development of Adolescent's Intelligence
• 2.8.4.2 The Characteristics of Cognitive Growth
• 2.8.4.3 The Characteristics of Psychological Growth
• Chapter Three Design and Implementaiton of the Study
• Phase One:Research Design
• 3.1 Introduction
• 3.2 Research Questions
• 3.2.1 Research Questions of Phase Ⅰ
• 3.2.2 Research Questions of Phase Ⅱ
• 3.3 General Rationales
• 3.4 Hypotheses
• 3.4.1 Hypotheses of Phase Ⅰ
• 3.4.2 Hypothesis of Phase Ⅱ
• 3.5 Subjects
• 3.5.1 The Subjects of Phase Ⅰ
• 3.5.2 The Subjects of Phase Ⅱ
• 3.6 Instruments
• 3.6.1 The Instruments of Phase Ⅰ
• 3.6.2 The Instruments of Phase Ⅱ
• Part Two:The Implementation of the Study
• 3.7 The Implementation of the Study
• 3.7.1 Questionnaire Survey Ⅰ
• 3.7.1.1 A Pilot Study
• 3.7.1.2 The Implementation of Questionnaire Survey Ⅰ
• 3.7.1.3 The Control of Extraneous Variables
• 3.7.1.4 The Limitations of Questionnaire Survey Ⅰ
• 3.7.2 The Case Study
• 3.7.2.1 Introduction
• 3.7.2.2 Methodology
• 3.7.2.3 The Procedure of the Treatment
• 3.7.2.3.1 The Enhancement of Extrinsic Motivation
• 3.7.2.3.2 The Improvement of Intrinsic Motivation
• 3.7.2.4 Questionnaire Survey Ⅱ
• 3.7.2.5 The Control of Extraneous Variables
• 3.7.2.6 The Limitations of the Case Study
• Chapter Four Data Presentation and Discussion
• 4.1 Data Collection
• 4.2 Data Processing
• 4.3 The Presentation of the Investigation Results
• 4.4 Analysis and Discussion
• 4.4.1 Analysis and Discussion on Questionnaire Survey Ⅰ
• 4.4.1.1 The Differences between the Three Grades
• 4.4.1.1.1 The Influence of External Factors
• 4.4.1.1.2 The Influence of Internal Factors
• 4.4.1.2 The Differences between the Rural and Urban Subjects
• 4.4.1.2.1 The Influence of External Factors
• 4.4.1.2.2 The Influence of Internal Factors
• 4.4.1.3 The Differences between the Genders
• 4.4.1.3.1 The Influence of External Factors
• 4.4.1.3.2 The Influence of Internal Factors
• 4.4.1.4 The Impacts of Internal and External Factors
• 4.4.1.4.1 The Impacts of External Factors
• 4.4.1.4.2 The Impacts of Internal Factors
• 4.4.1.5 Conclusion
• 4.4.2 Analysis and Discussion of Questionnaire Survey Ⅱ
• 4.4.2.1 The External Factors
• 4.4.2.2 The Internal Factors
• 4.4.2.3 Conclusion
• Chapter Five Conclusion and Implications
• 5.1 Conclusion
• 5.2 Implications
• 5.2.1 Implications for the Instructors
• 5.2.1.1 Updating the Instructors' Educational Conception
• 5.2.1.2 Adopting Innovative Teaching Methods
• 5.2.1.3 Selecting the Suitable Teaching Materials
• 5.2.1.4 Arousing the Learners' Interest towards EFL
• 5.2.2 Implications for the EFL Learners
• 5.2.2.1 Altering the Learning Attitudes
• 5.2.2.2 Utilizing Effective Learning Strategy
• 5.2.2.3 Building the Self-Confidence
• 5.2.2.4 Creating Autonomy in EFL
• 5.2.3 Implication for the School
• 5.2.3.1 Establishing Correct English Assessment Criteria
• 5.2.3.2 Stimulating the Teachers' Enthusiasm for Teaching
• 5.2.3.3 Offering Suitable Environment for the Learners
• 5.2.4 The Implications for the Family
• 5.2.4.1 The Enhancement of the Parents' Quality
• 5.2.4.2 The Construction of the Domestic Relation
• 5.2.4.3 The Observance of the Fundamental Pedagogical Laws
• 5.3 Recommendations for Further Research
• APPENDIX Ⅰ:Questionnaire Ⅰ
• APPENDIX Ⅱ:Questionnaire Ⅱ
• Bibliography