中学生英语学习动机的调查与分析
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摘要
新英语课程标准把培养学生的情感态度放在了首位,其中第一条就是要培养学生对英语的兴趣和良好的英语学习动机。英语学习动机是英语学习个体因素中具有能动性的因素之一,也是影响学生英语学习的一个重要情感因素,更是学生英语学习成败与否的关键因素。关于这个问题,前人也有过一些研究,在理论和实践上都取得了值得学习的成果。
本研究与时俱进,在秉承前人研究的基础上,以多种外语学习动机理论为指导,对外语学习动机研究的理论基础、定义、分类、作用及国内外关于外语学习动机的研究现状作了概括性介绍。然后运用问卷调查法、课堂观察法和访谈法,对当前中学生英语学习动机的状况及特点,对不同类型的中学生英语学习动机的特征及差异,对在具体教学过程中中学生学习动机的变化情况等进行了考察和分析,探讨了影响中学生英语学习动机发展的主要因素,并根据研究的结果,结合实践,从教师和学校两个角度提出了一些激发和维持中学生英语学习动机的有效措施和对策,旨在提高他们的英语学习成绩,同时以期在具体的中学英语教学实践中能够起到抛砖引玉的作用。
In New English Curriculum Standard, great importance has been attached to the students' emotional attitude training. Training students' English interest and motivation is put at the first place. English learning motivation is not only one of the most dynamic factors in language learning, but also a very important emotional factor to influence the outcome of students' English learning. Our predecessors have done some research on this issue and made some achievements worthy of our attention.
Based on their studies, and guided by a variety of English learning motivation theories, the thesis introduces the theory basis, definition, classification, effect of English learning motivation and the study state at home and abroad. Then it applies questionnaire, classroom observations and interviews methods, and explores the situation of middle school students' English learning motivation, the characteristics and differences of different types of middle school students' English learning motivation, the change of middle school students' learning motivation during the specific teaching process and main factors that influence the development of middle school students' English learning motivation. According to the results, the study presents some strategies from the teacher and the school view that can foster and motivate middle school students' English learning motivation, which aims at improving their English achievement, and providing some enlightenment for to the middle school English teaching.
本研究与时俱进,在秉承前人研究的基础上,以多种外语学习动机理论为指导,对外语学习动机研究的理论基础、定义、分类、作用及国内外关于外语学习动机的研究现状作了概括性介绍。然后运用问卷调查法、课堂观察法和访谈法,对当前中学生英语学习动机的状况及特点,对不同类型的中学生英语学习动机的特征及差异,对在具体教学过程中中学生学习动机的变化情况等进行了考察和分析,探讨了影响中学生英语学习动机发展的主要因素,并根据研究的结果,结合实践,从教师和学校两个角度提出了一些激发和维持中学生英语学习动机的有效措施和对策,旨在提高他们的英语学习成绩,同时以期在具体的中学英语教学实践中能够起到抛砖引玉的作用。
In New English Curriculum Standard, great importance has been attached to the students' emotional attitude training. Training students' English interest and motivation is put at the first place. English learning motivation is not only one of the most dynamic factors in language learning, but also a very important emotional factor to influence the outcome of students' English learning. Our predecessors have done some research on this issue and made some achievements worthy of our attention.
Based on their studies, and guided by a variety of English learning motivation theories, the thesis introduces the theory basis, definition, classification, effect of English learning motivation and the study state at home and abroad. Then it applies questionnaire, classroom observations and interviews methods, and explores the situation of middle school students' English learning motivation, the characteristics and differences of different types of middle school students' English learning motivation, the change of middle school students' learning motivation during the specific teaching process and main factors that influence the development of middle school students' English learning motivation. According to the results, the study presents some strategies from the teacher and the school view that can foster and motivate middle school students' English learning motivation, which aims at improving their English achievement, and providing some enlightenment for to the middle school English teaching.
引文
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[28]曹兆霞.对非英语专业学生学习动机的激发与培养[J].文教资料,2006,(35):177-178.
[29]陈影叶.和谐的课堂氛围是激发学生学习动机的良策[J].新疆石油教育学院学报,2005,(6):44-46.
[30]戴运财.第二语言学习动机研究:存在的问题及发展趋势[J].国外外语教学,2003,(2):144.
[31]高一虹等.英语学习动机类型与动机强度的关系——对大学本科生的定量考察[J].外语研究.2003,(1):60-64.
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[38]郝玫.非英语专业硕士生英语学习内部因素的调查分析[J].中国科技翻译,2001,(4):47-50.
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[43]李夏.中学生学习动机发展研究[J].山东教育科研,2002,(1):41-43.
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[45]刘东楼.外语教学中动机问题的几点思考[J].外语教学,2002,(7):58-61.
[46]刘润清.决定语言学习的几个因素[J].外语教学与研究,1990,(2):36-42.
[47]刘昕,刘森木.英语学习目标定向与学习动机相关关系研究[J].江苏大学学报(高教研究版),2006,(7):81-84.
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[49]戚焱,陈玲.中学生英语学习动机、观念与策略的研究与分析[J].扬州教育学院学报,2003,(4):86-88.
[50]秦晓晴,文秋芳.非英语专业大学生学习动机的内在结构[J].外语教学与研究,2002,(1):51-58.
[51]沈德立主编.小学儿童发展与教育心理学[M].华东师范大学出版社,2003:165.
[52]施良方.学习论[M].人民教育出版社,2001:336.
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[54]王初明.中国学生的外语学习模式[J].外语教学与研究,1989,(4):47-52.
[55]王初明.应用心理语言学[M].长沙:湖南教育出版社,1991:94-106.
[56]王初明.外语学习中的认知和情感需要[J].外语界,1991,(4):7-11.
[57]王笃勤.英语教学策略[M].外语教学与研究出版社,2002:198.
[58]王静.激发中学生英语学习动机的研究和实践[D].上海:华东师范大学,2003.
[59]王晓为.学习者可控因素的定量研究[J].广东外语外贸大学学报,2003,(2):16-19.
[60]魏兆民.一项学习动机与学习成绩的相关研究[J].甘肃政法成人教育学院学报,2006,(3):119-121.
[61]文秋芳.英语学习者动机、观念、策略的变化规律与特点[J].外语教学与研究,2001,(2):105-110.
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[2] Ausubel, D. A. Educational Psychology: A Cognitive View [M]. New York: Holt, Rinehart and Winston, 1969:59.
[3] Bandura, A. Perceived Self-efficacy in Cognitive Development and Functioning [J].Educational Psychologists. 1993,No.2.
[4] Biggs, J. Learning Strategies Student Motivation Patterns and Subjectively Perceived Success [A].In; L.R. Kirby(Ed).Cognitive Strategies and Educational Performance [C]. Academic press, INC,1987:213.
[5] Brown, H. D. Affective variables in second language acquisition [J].Language Learning,1973,23:231-244.
[6] Cook, V. Second Language Learning and Language Teaching [M].Edward Arnold (Publishers) Limited, 2000:241.
[7] Dornyei, Z. Motivation and motivating in the foreign language classroom [J].The Modern Language Journal,1994,78,(3):273-284.
[8] Dornyei, Z. Motivation in second and foreign language learning [J].Language teaching, 1998,31/3:105-112, 117.
[9] Dornyei, Z. Teaching and Researching Motivation [J]. Person Education Limited Inc.2001:50,53,108-110, 113.
[10] Ellis, R. Second Language Acquisition [M].Shanghai: Shanghai Foreign Language Education Press 2000:116.
[11] Ellis, R. The study of Second Language Acquisition [M].Oxford: Oxford University Press, 2001:134.
[12] Gardner, R.C. & W.E. Lambert. Attitudes and Motivation: Second Language Learning [M]. Rowley, Mass: Newbury House, 1972:75,89.
[13] Gardner, R.C. Social Psychology and Second Language Learning [M],London: Edward Arnold Ltd,1985: 132.
[14] Gardner, R.C. The Role of Attitudes and Motivation [M]. Edward Arnold Pty Ltd, 1985:10-11.
[15] Gardner, R.C. & P. D. MacIntyre. A Student's Contributions to Second-language Learning. Part II: Affective variables [J].Language Teaching, 1992.
[16] Gardner, R. C. & P. F. Tremblay. Expanding the motivation construct in language learning [J].The Modern Language Journal 1995,79/4.
[17] Hamachek, D. E. Psychology in Teaching Learning and Growth [M]. London: The British Psychological Society and Macmillan Publishers limited, 1985:97.
[18] Harter, S. A new self - report scale of intrinsic versus extrinsic orientation in the classroom: motivation and information components [J], Development Psychology,1981:300-312.
[19] Jakobovits, L. Foreign Language Learning: a Psycholinguistic Analysis of the Issue [M].Rowley, Mass: Newbury House, 1970:86.
[20]McCombs, B. L. & J. E. Pope. Motivating Hard to Reach Students,学习动机的激发策略[M]．伍新春等 译.中国轻工业出版社,2002:14-15.
[21]Oxford,R.Language Learning Motivation:Expanding the Theoretical Framework[J].The Modern Language Journal Volume 78,Number 1,Spring1994:16,19.
[22]Skehan,P.Individual Differences in Second Language Learning[M].London:Edward Arnold,1989:103,104.
[23]Spolsky,B.Conditions for Second Language Learning[M].Shanghai:Shanghai Foreign Language Education Press 2000:129.
[24]Sung,H.& A.M.Padila.Student motivation,parental attitudes and involvement in the learning of Asian languages in elementary and secondary schools.The Modem Language Journal[J].82/2,205-216.
[25]Vallerand,R.J.Deci & Ryan's Self-Determination theory:A View from the Hierarchical Mode of Intrinsic and Extrinsic Motivation[J].Psychological Inquiry,2000,11,(4):312-318.
[26]Williams,M.& R.Burden.Psychology for Language Teacher[J].外语教学与研究出版社,2000:28,111-122.
[27]Williams,M.& R.Burden.& U.Layers,French is the language of love and stuff:Student perception of issues related to motivation in learning a foreign language[J].British Educational Research Journal,2002,28,(4):503-528.
[28]曹兆霞.对非英语专业学生学习动机的激发与培养[J].文教资料,2006,(35):177-178.
[29]陈影叶.和谐的课堂氛围是激发学生学习动机的良策[J].新疆石油教育学院学报,2005,(6):44-46.
[30]戴运财.第二语言学习动机研究:存在的问题及发展趋势[J].国外外语教学,2003,(2):144.
[31]高一虹等.英语学习动机类型与动机强度的关系——对大学本科生的定量考察[J].外语研究.2003,(1):60-64.
[32]高一虹,赵媛等.中国大学本科生英语学习动机类型[J].现代外语,2003,(1):29-37.
[33]桂诗春.心理语言学的研究和应用[J].外语教学与研究,1979,(2):55-61.
[34]桂诗春.心理语言学[M].上海:上海教育出版社,1985:226-230.
[35]桂诗春.我国英语专业学生社会心理分析(J].现代外语,1986,(1):1-13.
[36]桂诗春.中国学生英语学习心理[M].长沙:湖南教育出版社,1991:56.
[37]郝玫,郝若平.英语成绩与成就动机、状态焦虑的相关研究[J],外语教学与研究,2001,(2):111-115.
[38]郝玫.非英语专业硕士生英语学习内部因素的调查分析[J].中国科技翻译,2001,(4):47-50.
[39]华维芬.外语学习者策略训练刍议[J].外语界,2002,(3):2-7.
[40]华惠芳.试论英语学习动机与策略的研究[J].外语界,1998,(3):44-47.
[41]蒋祖康.第二语言习得研究[M].外语教学与研究出版社,1999:82.
[42]李梅.学习内在动机与英语教学[A].中国英语教学1999年论丛[C].北京:外语教学与研究出版社,1999:610-614.
[43]李夏.中学生学习动机发展研究[J].山东教育科研,2002,(1):41-43.
[44]林立.第二语言习得研究[M].北京:首都师范大学出版社,2000:148.
[45]刘东楼.外语教学中动机问题的几点思考[J].外语教学,2002,(7):58-61.
[46]刘润清.决定语言学习的几个因素[J].外语教学与研究,1990,(2):36-42.
[47]刘昕,刘森木.英语学习目标定向与学习动机相关关系研究[J].江苏大学学报(高教研究版),2006,(7):81-84.
[48]骆伯魏.教育心理学原理[M].浙江大学出版社,2001:109.
[49]戚焱,陈玲.中学生英语学习动机、观念与策略的研究与分析[J].扬州教育学院学报,2003,(4):86-88.
[50]秦晓晴,文秋芳.非英语专业大学生学习动机的内在结构[J].外语教学与研究,2002,(1):51-58.
[51]沈德立主编.小学儿童发展与教育心理学[M].华东师范大学出版社,2003:165.
[52]施良方.学习论[M].人民教育出版社,2001:336.
[53]石永珍.大学生英语学习动机调查报告[J].国外外语教学,2000,(4):8-11.
[54]王初明.中国学生的外语学习模式[J].外语教学与研究,1989,(4):47-52.
[55]王初明.应用心理语言学[M].长沙:湖南教育出版社,1991:94-106.
[56]王初明.外语学习中的认知和情感需要[J].外语界,1991,(4):7-11.
[57]王笃勤.英语教学策略[M].外语教学与研究出版社,2002:198.
[58]王静.激发中学生英语学习动机的研究和实践[D].上海:华东师范大学,2003.
[59]王晓为.学习者可控因素的定量研究[J].广东外语外贸大学学报,2003,(2):16-19.
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