非英语专业高低年级学生动机差异之研究

论文摘要

本研究旨在调查大学非英语专业学生的英语学习动机,通过对比一年级和三年级学生的学习动机来显示动机的变化。研究调查采用了Noels等人的外语学习自我决定动机理论,构建动机调查工具。自我决定动机进一步被划分成7种类别,依次从无动机到外部动机,到内部动机。为增加对动机的多维考查,和对自我决定论动机的检验,本调查还包括Bandura的自我效能理论和Gardaer的动机强度概念。335名大学非英语专业的学生参加了本调查。其中在试测中,本研究调查了117名二年级学生,通过分析确定工具和自我决定动机理论在本研究的有效性。另外的218名学生是正式调查的对象。试测发现学生的学习动机符合自我决定理论,学生的英语学习动机撒落在一个连续统一体上。正式调查发现非英语专业学生拥有很高的学习动机。但是动机主要来源于学生以外的因素,如考试,未来工作的压力,社会的期待等。本调查也发现学习成绩好的学生的动机内化的程度高,他们的内部动机水平比成绩不好的学生高。对比高年级和低年级的学生动机发现,相比一年级对应的学生,中等水平的三年级学生的无动机指标较高,动机强度指标较低,且这两项呈现显著水平。但另一方面,他们之间在内部动机指标上区别不明显。由此作者认为大学两年的英语学习对非英语专业学生的学习动机没有大的提高。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• CONTENTS
• LIST OF ABBREVIATION
• CHAPTER ONE INTRODUCTION
• 1.1 Research orientation
• 1.2 Reasons for the study
• 1.2.1 Practical reasons
• 1.2.2 Theoretical reasons
• 1.3 Contents of（?）emaining chapters
• CHAPTER TWO LITERATURE REVIEW
• 2.1 Motivation in psychology
• 2.1.1 Definition of motivation
• 2.1.2 Motivation theories in psychology
• 2.2 Study of L2 motivation
• 2.2.1 Traditional social psychological approach
• 2.2.2 Expansion of L2 motivation theories
• 2.3 Empirical studies on L2 motivation change
• 2.4 Limitations of current motivation studies
• CHAPTER THREE CONCEPTUAL FRAMEWORK
• 3.1 A synthesized approach to L2 motivation
• 3.2 Noels et al.'s conceptualization based on SDT
• 3.3 L2 self-efficacy
• 3.4 Motivationintensity
• 3.5 Justification of the synthesized approach
• CHAPTER FOUR PILOT STUDY
• 4.1 Developing the motivation instrument
• 4.2 Subjects,procedure and data processing
• 4.3 Results of the pilot study
• 4.3.1 Adjustment of the questionnaire to increase reliability
• 4.3.2 Distinctiveness of the seven L2 orientations
• 4.3.3 The ex（?）stence of self-determination continuum
• CHAPTER FIVE FINAL STUDY
• 5.1 Research Questions
• 5.2 Instruments
• 5.3 Subjects and procedure
• CHAPTER SIX FINDINGS
• 6.1 Reliability of the final questionnaire
• 6.2 Motivational profile of college non-English Majors
• 6.2.1 Descriptive statistics data
• 6.2.2 Comparison between different proficiency groups
• 6.3 Motivational differences between students of the two grades
• 6.3.1 Overall comparisons
• 6.3.2 Comparisons with proficiency controlled
• CHAPTER SEVEN DISCUSSION AND CONCLUSION
• 7.1 Major findings and Discussion
• 7.1.1 Extrinsic motivation-the omnipresent motivation in FLA context?
• 7.1.2 Self-determination orientations and proficiency
• 7.1.3 Motivation change of non-English majors in China
• 7.2 Implications
• 7.2.1 Theoretical implications
• 7.2.2 Implications for teaching
• 7.3 Limitations and recommendations for future research
• REFERENCES
• APPENDIX 1 Questionnaire administered in the pilot study
• APPENDIX 2 Questionnaire administered in the final study