高职高专学生英语学习动机强度及学业成败自我归因的研究

论文摘要

本文探讨了高职高专学生在英语学习中的动机强度与成败归因倾向,并对此做了分析和研究。在英语学习的过程中,学习者在情感及学习效果上表现出个体差异。由于在二语习得中学习动机扮演了重要的角色,而学生的自我归因对学习动机影响颇大。本文通过调查学生对自己英语学业成绩的自我归因,并基于韦纳的归因理论,以学生英语学习动机强度问卷与学生英语学业成败归因问卷及对学生、教师进行访谈为研究工具,采用了定性与定量相结合的方法,对一所高职高专学生的英语学习动机强度与学业成败归因模式展开了分析与研究,并得出了以下结论:1)学生的总体英语学习动机强度表现为中等,但女生的英语学习动机强度明显高于男生,且高分组学生的英语学习动机强度明显高于低分组。在对学生、教师的采访中发现有相当一部分高职高专学生的英语学习动机有待提高。2)学生多种归因并存,但多数学生将英语学习成败归因于内部因素(学习方法,努力程度等);身心状况也被认为是取得英语学习成功的重要原因。3)有学习动机的学生将英语学习成败归因于学习方法和努力程度,而学习动机缺失的学生也将英语学习成败归因于学习方法和努力程度,但在失败前表现出自信心不强及习得性无助感。而且,两者在学习环境、教师教学、语言能力,以及运气等方面的归因上存在差异。针对学生的归因特点,本文对调查结果进行了分析及讨论,并在此基础之上提出了对学生进行归因训练,提高学生自信心水平等建议以期提高学生的英语学习动机。

论文目录

• ACKNOWLEDGEMENT
• ABSTRACT
• 摘要
• CONTENTS
• LIST OF ABBREVIATIONS
• CHAPTER ONE Introduction
• 1.1 Background of the Study
• 1.2 Purposes and Significance for this Study
• 1.3.Statement of Research Questions
• 1.4 Overview of the Thesis
• CHAPTER TWO Literature Review
• 2.1 Attribution
• 2.1.1 What Is Attribution
• 2.1.2 What Is Self-attribution
• 2.1.3 AttributionTheory
• 2.1.4 Previous Studies on Attribution
• 2.1.5 Weiner's Theory of Attribution
• 2.2 Relations Between Motivation and Attribution
• 2.2.1 Motivation
• 2.2.2 Expectancy-value Theories
• 2.2.3 Learned Helplessness Theory
• 2.2.4 Studies on Attribution and Motivation
• 2.3.Theoretical Framework
• 2.3.1 The Attribution Theory of Motivation
• 2.3.2 Attribution Model
• 2.3.3 Attribution Theory in this Paper
• CHAPTER THREE Research Design
• 3.1 Participates
• 3.2.Research Methodology
• 3.2.1 Instruments
• 3.2.2 Data Collection
• 3.2.3 Tools for Analysis
• CHAPTR FOUR Findings and Analysis
• 4.1 Introductions
• 4.2 Statistics of Personal Information
• 4.3 The Statistics of Motivation Intensity
• 4.4 Statistics of Self-attribution
• 4.4.1 General Characters of Students' Self- contribution for Ssuccess in Llearning English
• 4.4.2 General Characteristics of Students' Self- contribution for Failure in Learning English
• 4.4.3 Comparison of Self-attribution for Success Between the Motivated and the Demotivated
• 4.4.4 Comparison of Self-attribution for Failure Between the Motivated and the Demotivated
• 4.5 Overall Analysis
• CHAPTER FIVE Conclusions
• 5.1.Implications
• 5.1.1 Reattribution Training
• 5.1.2 Caring about Students'Lives
• 5.1.3 Promoting Teaching
• 5.2.Conclusions
• 5.3.Limitation and Suggestions for Future Study
• REFERENCES
• APPENDIX 1
• APPENDIX 2
• APPENDIX 3
• APPENDIX 4
• APPENDIX 5
• APPENDIX 6
• APPENDIX 7
• APPENDIX 8
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