城乡高中英语教学对学生学习动机及策略使用影响的研究
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摘要
20世纪70年代,外语教学的研究兴趣从研究教师如何教转到研究学生如何学。研究者越来越关注学习者因素,尤其是动机及学习策略的使用。然而,大多数研究关注的对象是大学生,对中学生的研究很少。尽管一些研究针对中学生,很少有研究对城乡中学生的差异进行比较。
针对此现状,作者于2007年9月和10月开展了本研究,调查城乡学生是否在学习动机和策略使用方面存在明显的差异。并对城乡英语教学包括教学环境和教师因素进行了调查,以探索可能存在差异的原因。
共有来自河南郑州和开封的540名高一学生和32名英语教师参与了本研究。作者通过使用Gardner1985年编制的态度/动机测验量表(AMTB),以及Oxford1990年设计的英语语言学习策略量表(SILL),对学生的背景资料,动机和策略使用情况进行了调查。而对教师教学态度和教学方法的调查,则选用了Karavas-Doukas1996年设计的教师态度量表,并结合后期课堂观察和访谈。
本次调查的主要研究结果如下:1.城乡学生都有很强烈的英语学习动机,农村学生有更明显的工具性动机倾向,城市学生对英语课的评价则明显高于农村学生。2.城乡学生的学习策略使用情况都属一般,城市学生在认知、补偿、交际策略方面的使用频率明显高于农村学生。3.城乡高中都对教师和学生规定了严格的考试制度。4.城乡教师都对交际教学法持有肯定的态度,然而实际课堂中,城市教师倾向于使用交际教学法,而农村教师则更多的遵循语法翻译教学法。
根据本研究的主要研究结果,作者提出的主要教学建议为:1.学校领导应为学生创造更多学习英语的机会和环境,尤其是为农村学生。2.学校领导应为教师和学生建立严格但科学的评价体系。3.城乡教师应培养学生积极的动机和策略使用的意识。4.农村教师亟待提高自身英语水平,尤其是口语。
In the 1970s, research interests in EFL began to shift from teachers' teaching to learners' learning. Researchers tend to give much attention to learner variables especially motivation and learning strategy use. However, most studies focused on college students, yet studies on middle school students are fewer. Despite some researches on middle school students, few were carried out on the comparison between urban and rural students.
Considering the current situation, the present study was conducted in September and October, 2007 to investigate whether there are significant differences in motivation and learning strategy use between urban and rural students. Besides, comparison between urban and rural English instruction was done to explore the reasons for the possible differences, including teaching context and teachers.
A total of 540 students and 32 teachers in Senior One participated in the present study, coming from Zhengzhou and Kaifeng, Henan province. Gardner's (1985b) Attitude and Motivation Test Battery (AMTB) and Oxford's (1990) famous Strategy Inventory for Language Learning (SILL), version 7.0 were adopted to collect information of students' background, their motivation and learning strategy use. Karavas-Doukas' (1996) teacher attitude scale, classroom observation and teacher interviews were employed to examine teachers' teaching attitudes and teaching method.
The investigations show the following major findings. First, both urban and rural students are highly motivated to learn English, yet rural students have a stronger instrumental orientation, and urban students give more positive evaluation of the English course. Second, strategies used by both urban and rural students fall at medium level, yet urban students employ significantly more cognitive, compensation and social strategies than rural students. Third, both urban and rural middle schools provide rigid examination system for teachers and students. Fourth, both urban and rural teachers hold favourable attitudes to the communicative approach, whereas in practice, urban teachers tend to follow Communicative Language Teaching to some extent, while rural teachers follow more of the Grammar-Translation Method.
Based on the findings of the present study, the following pedagogical implications are made. First, school leaders should create more opportunities and contexts for students to learn English, especially for rural students. Second, school leaders should establish a strict and scientific evaluation system of teachers and students. Third, both urban and rural teachers should promote motivation and strategy awareness in students. Fourth, rural teachers need to improve their own English proficiency urgently, especially oral English.
针对此现状,作者于2007年9月和10月开展了本研究,调查城乡学生是否在学习动机和策略使用方面存在明显的差异。并对城乡英语教学包括教学环境和教师因素进行了调查,以探索可能存在差异的原因。
共有来自河南郑州和开封的540名高一学生和32名英语教师参与了本研究。作者通过使用Gardner1985年编制的态度/动机测验量表(AMTB),以及Oxford1990年设计的英语语言学习策略量表(SILL),对学生的背景资料,动机和策略使用情况进行了调查。而对教师教学态度和教学方法的调查,则选用了Karavas-Doukas1996年设计的教师态度量表,并结合后期课堂观察和访谈。
本次调查的主要研究结果如下:1.城乡学生都有很强烈的英语学习动机,农村学生有更明显的工具性动机倾向,城市学生对英语课的评价则明显高于农村学生。2.城乡学生的学习策略使用情况都属一般,城市学生在认知、补偿、交际策略方面的使用频率明显高于农村学生。3.城乡高中都对教师和学生规定了严格的考试制度。4.城乡教师都对交际教学法持有肯定的态度,然而实际课堂中,城市教师倾向于使用交际教学法,而农村教师则更多的遵循语法翻译教学法。
根据本研究的主要研究结果,作者提出的主要教学建议为:1.学校领导应为学生创造更多学习英语的机会和环境,尤其是为农村学生。2.学校领导应为教师和学生建立严格但科学的评价体系。3.城乡教师应培养学生积极的动机和策略使用的意识。4.农村教师亟待提高自身英语水平,尤其是口语。
In the 1970s, research interests in EFL began to shift from teachers' teaching to learners' learning. Researchers tend to give much attention to learner variables especially motivation and learning strategy use. However, most studies focused on college students, yet studies on middle school students are fewer. Despite some researches on middle school students, few were carried out on the comparison between urban and rural students.
Considering the current situation, the present study was conducted in September and October, 2007 to investigate whether there are significant differences in motivation and learning strategy use between urban and rural students. Besides, comparison between urban and rural English instruction was done to explore the reasons for the possible differences, including teaching context and teachers.
A total of 540 students and 32 teachers in Senior One participated in the present study, coming from Zhengzhou and Kaifeng, Henan province. Gardner's (1985b) Attitude and Motivation Test Battery (AMTB) and Oxford's (1990) famous Strategy Inventory for Language Learning (SILL), version 7.0 were adopted to collect information of students' background, their motivation and learning strategy use. Karavas-Doukas' (1996) teacher attitude scale, classroom observation and teacher interviews were employed to examine teachers' teaching attitudes and teaching method.
The investigations show the following major findings. First, both urban and rural students are highly motivated to learn English, yet rural students have a stronger instrumental orientation, and urban students give more positive evaluation of the English course. Second, strategies used by both urban and rural students fall at medium level, yet urban students employ significantly more cognitive, compensation and social strategies than rural students. Third, both urban and rural middle schools provide rigid examination system for teachers and students. Fourth, both urban and rural teachers hold favourable attitudes to the communicative approach, whereas in practice, urban teachers tend to follow Communicative Language Teaching to some extent, while rural teachers follow more of the Grammar-Translation Method.
Based on the findings of the present study, the following pedagogical implications are made. First, school leaders should create more opportunities and contexts for students to learn English, especially for rural students. Second, school leaders should establish a strict and scientific evaluation system of teachers and students. Third, both urban and rural teachers should promote motivation and strategy awareness in students. Fourth, rural teachers need to improve their own English proficiency urgently, especially oral English.
引文
Baehman,L.F.(1990).Fundamental considerations in language testing.Oxford:OUP.Shanghai:Shanghai Foreign Language Education Press.2002.
Bot,K.D.(2007).Language teaching in a changing world.The Modern Language Journal 91:274-276.
Brown,H.D.(1994).Teaching by principles:an interactive approach to language pedagogy.New York:Prentice Hall Regents.Beijing:Foreign Language Teaching and Research Press.2001.
Cohen,A.D.(1998).Strategies in learning and using a second language.Addison Wesley Longman Limited.Beijing:Foreign Language Teaching and Research Press.2000.
Crystal,D.(1997).The Cambridge encyclopedia of language.Cambridge:CUP.Beijing:Foreign Language Teaching and Research Press.2002.
Dornyei,Z.(2001).Teaching and researching motivation.UK:Pearson Education Limited.Beijing:Foreign Language Teaching and Research Press.2005.
Ehrman,M.E.Leaver,B.L.& Oxford,R.L.(2003).A brief overview of individual differences in second language learning.System 31:313-330.
Ellis,R.(1994).The study of second language acquisition.Oxford:OUP.
Gardner,R.C.& Lambert,W.E.(1972).Attitudes and motivation in second language learning.Rowley,MA:Newbury House Publishers.
Gardner,R.C.(1985a).Social psychology and second language learning:the role of attitudes and motivation.London:Edward Arnold.
Gardner,R.C.(1985b).The attitude/motivation test battery:technical report.Retrieved September 24,2007,fromhttp://publish.uwo.ca/～gardner/AMTBmanualfor webpage.pdf
Gardner,R.C.(2001).Language learning motivation:the student,the teacher,and the researcher.Retrieved September 20,2007,from http://studentorgs.utexas.edu/flesa/tpfle/contents1.doc
Gardner,R.C.(2006).Motivation and second language acquisition.Retrieved September 10,2007,fromhttp://publish.uwo.ca/～garchner/SPAINTALK.pdf
Hymes,D.(1971).On communicative competence.In Brumfit,C.J.& Johnson,K.(Eds.).The communicative approach to language teaching.Oxford:OUP.1998.
Johnson,K.(2001).An introduction to foreign language learning and teaching.UK:Pearson Education Limited.Beijing:Foreign Language Teaching and Research Press.2002.
Karavas-Doukas,E.(1996).Using attitude scales to investigate teachers' attitudes to the communicative approach.System 50(3):187-198.
Kennedy,C.(1988).Evaluation of the management of change in ELT projects.Applied Linguistics 9(4):329-342.
Kenning,M.M.(2006).Evolving concepts and moving targets:communicative competence and the mediation of communication.International Journal of Applied Linguistics16(3):363-388.
Liao,X.Q.(2003).Chinese secondary school EFL teachers' attitudes towards communicative language teaching and their classroom practices.Dissertation Abstract in ProQuest Dissertations and Theses.Retrieved September 10,2007,fromhttp://proquest.umi.com/pqdlink?Ver=1&Exp=03-07-2013&FMT=7&DID=766010931&RQT=309&attempt=1&cfc=1
Littlewood,W.(1981).Communicative language teaching.Cambridge:CUP.Beijing:Foreign Language Teaching and Research Press.2000.
Littlewood,W.(1990).Foreign and second language learning.Cambridge:CUP.Beijing:Foreign Language Teaching and Research Press.2000.
Moiinvaziri,M.(2007).Motivational orientation in English language learning:a study of undergraduate students.Retrieved September 19,2007,from http://www.usingenglish.com/articles/motivational-orientation-in-english-language-le arning.html
Nunan,D.(1991).Communicative tasks and the language curriculum.TESOL Quarterly 25(2):279-295.
Nunan,D.(1999).Second language teaching and learning.Boston,MA:Heinle & Heinle Publishers.Beijing:Foreign Language Teaching and Research Press.2001.
Obeidat,M.M.(2005).Attitudes and motivation in second language learning.Journal of Faculty of Education 22:1-16.
O'Malley,J.M.& Chamot,A.U.(1990).Learning strategies in second language acquisition.Cambridge:CUP.
Oxford,R.L.& Nyikos,M.(1989).Variables affecting choice of language learning strategies by university students.The Modern Language Journal 73:291-300.
Oxford,R.L.(1990).Language learning strategies:What every teacher should know.New York:Newbury House.
Oxford,R.L.& Burry-stock,J.A.(1995).Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning(SILL).System 23(1):1-23.
Oxford,R.L.(2003).Language Learning Styles and Strategies:an Overview.Retrieved Octoberl3,2007,from www.education.umd.edu/EDCI/SecondLangEd/TES OL/People/Faculty/Dr.%20Oxford/StylesStrategies.doc
Pica,T.(2005).Classroom learning,teaching,and research:a task-based perspective.The Modern Language Journal 89:339-352.
Richards,J.C.& Rodgers,T.S.(1986).Approaches and methods in language teaching.Cambridge:CUP.Beijing:Foreign Language Teaching and Research Press.2000.
Rubin,J.(1987).Learning strategies:theoretical assumptions,research history and typology.In Wenden,A.& J.Rubin(eds).Learner strategies in language learning.Englewood Cliffs,N.J.:Prentice Hall.
Savignon,S.J.(2007).Beyond communicative language teaching:what's ahead?Journal of Pragmatics 39:207-220.
Schulz,R.A.(2006).Reevaluating communicative competence as a major goal in postsecondary language requirement courses.The Modern Language Journal 90:252-255.
Skehan,P.(1998).A cognitive approach to language learning.Oxford:OUP.Shanghai:Shanghai Foreign Language Education Press.2002.
Stern,H.(1983).Fundamental concepts of language teaching.Oxford:OUP.
Widdowson,H.G.(1972).The teaching of English as communication.In Brurnfit,C.J.& Johnson,K.(Eds.),The communicative approach to language teaching.Oxford:OUP.1998.
Widdowson,H.G.(1978).Teaching language as communication.Oxford:OUP.Shanghai:Shanghai Foreign Language Education Press.2001.
Wilkins,D.A.(1972).Grammatical,situational and notional syllabuses.In Brumfit,C.J.& Johnson,K.(Eds.),The communicative approach to language teaching.Oxford:OUP.1998.
Yalden,J.(1987).Principles of course design for language teaching.Cambridge:CUP.Beijing:Foreign Language Teaching and Research Press.2000.
Yang,N.-D.(1998).Exploring a new role for teachers:promoting learner autonomy.System 26:127-135.
陈劲节(2007)任务型语言教学的思考和实现.基础英语教育 2007/1.
程可拉(2006)任务型外语学习研究.广州:广东高等教育出版社.
程晓堂,郑敏(2002)英语学习策略.北京:外语教学与研究出版社.
崔刚(2007)语法教学的理论与实践.基础教育外语教学研究 2007/3.
戴炜栋,任庆梅(2006)外语教学与教师专业发展:理论与实践.上海:上海外语教育出版社.
葛炳芳(2006)关于中学生英语学习动机、观念、策略关系的一项实证研究.国外外语教学2006/1.
胡壮麟(2001)语言学教程(修订版).北京:北京大学出版社.
蒋景阳(2006)外语课堂交际活动研究.杭州:浙江大学出版社.
李力,陈治安,蒋宇(2006)策略·风格·归因-学会学英语.上海:上海外语教育出版社.
李楠,吴一安(2007)任务特征与学习动机研究.外语教学2007/2.
刘道义(2003)全日制普通高级中学教科书(必修)英语第一册(上).北京:人民教育出版社.
宁天舒(2007)交际教学法的误区及语法翻译法的价值.基础教育外语教学研究2007/4.
彭昆湘(2007)语法在我国中学英语教学中的地位演变及其启示.基础教育外语教学研究2007/2.
秦晓晴,文秋芳(2002)非英语专业大学生学习动机的内在结构.外语教学与研究(外国语文双月刊)2002/34(1).
王丽萍(2007)外语教学如何进入交际互动课堂.外语与外语教学.2004/10.
王玉云,李力(2007)试论基础教育英语课程的五个基本关系.课程·教材·教法2007/2.
文秋芳(2001)英语学习者、动机、观念、策略的变化规律与特点.外语教学与研究(外国语文双月刊)2001/33(2).
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张献臣(2007)新课程理念下中小学英语教学需要处理的几个辩证关系.课程.教材·教法 2007/4.
张学宪(2007)优化方案高一同步创新课堂·英语.北京:光明日报出版社.
中华人民共和国教育部(2001)全日制义务教育普通高级中学英语课程标准(实验稿).北京:北京师范大学出版社.
周翠(2007)任务型教学在英语课堂中的运用.基础英语教育 2007/2.
周英(2006)任务型英语教学方法的探讨和实现.山西职工医学院学报 2006/1.
Bot,K.D.(2007).Language teaching in a changing world.The Modern Language Journal 91:274-276.
Brown,H.D.(1994).Teaching by principles:an interactive approach to language pedagogy.New York:Prentice Hall Regents.Beijing:Foreign Language Teaching and Research Press.2001.
Cohen,A.D.(1998).Strategies in learning and using a second language.Addison Wesley Longman Limited.Beijing:Foreign Language Teaching and Research Press.2000.
Crystal,D.(1997).The Cambridge encyclopedia of language.Cambridge:CUP.Beijing:Foreign Language Teaching and Research Press.2002.
Dornyei,Z.(2001).Teaching and researching motivation.UK:Pearson Education Limited.Beijing:Foreign Language Teaching and Research Press.2005.
Ehrman,M.E.Leaver,B.L.& Oxford,R.L.(2003).A brief overview of individual differences in second language learning.System 31:313-330.
Ellis,R.(1994).The study of second language acquisition.Oxford:OUP.
Gardner,R.C.& Lambert,W.E.(1972).Attitudes and motivation in second language learning.Rowley,MA:Newbury House Publishers.
Gardner,R.C.(1985a).Social psychology and second language learning:the role of attitudes and motivation.London:Edward Arnold.
Gardner,R.C.(1985b).The attitude/motivation test battery:technical report.Retrieved September 24,2007,fromhttp://publish.uwo.ca/～gardner/AMTBmanualfor webpage.pdf
Gardner,R.C.(2001).Language learning motivation:the student,the teacher,and the researcher.Retrieved September 20,2007,from http://studentorgs.utexas.edu/flesa/tpfle/contents1.doc
Gardner,R.C.(2006).Motivation and second language acquisition.Retrieved September 10,2007,fromhttp://publish.uwo.ca/～garchner/SPAINTALK.pdf
Hymes,D.(1971).On communicative competence.In Brumfit,C.J.& Johnson,K.(Eds.).The communicative approach to language teaching.Oxford:OUP.1998.
Johnson,K.(2001).An introduction to foreign language learning and teaching.UK:Pearson Education Limited.Beijing:Foreign Language Teaching and Research Press.2002.
Karavas-Doukas,E.(1996).Using attitude scales to investigate teachers' attitudes to the communicative approach.System 50(3):187-198.
Kennedy,C.(1988).Evaluation of the management of change in ELT projects.Applied Linguistics 9(4):329-342.
Kenning,M.M.(2006).Evolving concepts and moving targets:communicative competence and the mediation of communication.International Journal of Applied Linguistics16(3):363-388.
Liao,X.Q.(2003).Chinese secondary school EFL teachers' attitudes towards communicative language teaching and their classroom practices.Dissertation Abstract in ProQuest Dissertations and Theses.Retrieved September 10,2007,fromhttp://proquest.umi.com/pqdlink?Ver=1&Exp=03-07-2013&FMT=7&DID=766010931&RQT=309&attempt=1&cfc=1
Littlewood,W.(1981).Communicative language teaching.Cambridge:CUP.Beijing:Foreign Language Teaching and Research Press.2000.
Littlewood,W.(1990).Foreign and second language learning.Cambridge:CUP.Beijing:Foreign Language Teaching and Research Press.2000.
Moiinvaziri,M.(2007).Motivational orientation in English language learning:a study of undergraduate students.Retrieved September 19,2007,from http://www.usingenglish.com/articles/motivational-orientation-in-english-language-le arning.html
Nunan,D.(1991).Communicative tasks and the language curriculum.TESOL Quarterly 25(2):279-295.
Nunan,D.(1999).Second language teaching and learning.Boston,MA:Heinle & Heinle Publishers.Beijing:Foreign Language Teaching and Research Press.2001.
Obeidat,M.M.(2005).Attitudes and motivation in second language learning.Journal of Faculty of Education 22:1-16.
O'Malley,J.M.& Chamot,A.U.(1990).Learning strategies in second language acquisition.Cambridge:CUP.
Oxford,R.L.& Nyikos,M.(1989).Variables affecting choice of language learning strategies by university students.The Modern Language Journal 73:291-300.
Oxford,R.L.(1990).Language learning strategies:What every teacher should know.New York:Newbury House.
Oxford,R.L.& Burry-stock,J.A.(1995).Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning(SILL).System 23(1):1-23.
Oxford,R.L.(2003).Language Learning Styles and Strategies:an Overview.Retrieved Octoberl3,2007,from www.education.umd.edu/EDCI/SecondLangEd/TES OL/People/Faculty/Dr.%20Oxford/StylesStrategies.doc
Pica,T.(2005).Classroom learning,teaching,and research:a task-based perspective.The Modern Language Journal 89:339-352.
Richards,J.C.& Rodgers,T.S.(1986).Approaches and methods in language teaching.Cambridge:CUP.Beijing:Foreign Language Teaching and Research Press.2000.
Rubin,J.(1987).Learning strategies:theoretical assumptions,research history and typology.In Wenden,A.& J.Rubin(eds).Learner strategies in language learning.Englewood Cliffs,N.J.:Prentice Hall.
Savignon,S.J.(2007).Beyond communicative language teaching:what's ahead?Journal of Pragmatics 39:207-220.
Schulz,R.A.(2006).Reevaluating communicative competence as a major goal in postsecondary language requirement courses.The Modern Language Journal 90:252-255.
Skehan,P.(1998).A cognitive approach to language learning.Oxford:OUP.Shanghai:Shanghai Foreign Language Education Press.2002.
Stern,H.(1983).Fundamental concepts of language teaching.Oxford:OUP.
Widdowson,H.G.(1972).The teaching of English as communication.In Brurnfit,C.J.& Johnson,K.(Eds.),The communicative approach to language teaching.Oxford:OUP.1998.
Widdowson,H.G.(1978).Teaching language as communication.Oxford:OUP.Shanghai:Shanghai Foreign Language Education Press.2001.
Wilkins,D.A.(1972).Grammatical,situational and notional syllabuses.In Brumfit,C.J.& Johnson,K.(Eds.),The communicative approach to language teaching.Oxford:OUP.1998.
Yalden,J.(1987).Principles of course design for language teaching.Cambridge:CUP.Beijing:Foreign Language Teaching and Research Press.2000.
Yang,N.-D.(1998).Exploring a new role for teachers:promoting learner autonomy.System 26:127-135.
陈劲节(2007)任务型语言教学的思考和实现.基础英语教育 2007/1.
程可拉(2006)任务型外语学习研究.广州:广东高等教育出版社.
程晓堂,郑敏(2002)英语学习策略.北京:外语教学与研究出版社.
崔刚(2007)语法教学的理论与实践.基础教育外语教学研究 2007/3.
戴炜栋,任庆梅(2006)外语教学与教师专业发展:理论与实践.上海:上海外语教育出版社.
葛炳芳(2006)关于中学生英语学习动机、观念、策略关系的一项实证研究.国外外语教学2006/1.
胡壮麟(2001)语言学教程(修订版).北京:北京大学出版社.
蒋景阳(2006)外语课堂交际活动研究.杭州:浙江大学出版社.
李力,陈治安,蒋宇(2006)策略·风格·归因-学会学英语.上海:上海外语教育出版社.
李楠,吴一安(2007)任务特征与学习动机研究.外语教学2007/2.
刘道义(2003)全日制普通高级中学教科书(必修)英语第一册(上).北京:人民教育出版社.
宁天舒(2007)交际教学法的误区及语法翻译法的价值.基础教育外语教学研究2007/4.
彭昆湘(2007)语法在我国中学英语教学中的地位演变及其启示.基础教育外语教学研究2007/2.
秦晓晴,文秋芳(2002)非英语专业大学生学习动机的内在结构.外语教学与研究(外国语文双月刊)2002/34(1).
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