初中生英语学习动机与外部影响因素的相关性研究

发布时间：2018-03-26 11:50

本文选题：英语学习动机　切入点：外部因素(学校　出处：《贵州师范大学》2015年硕士论文

【摘要】：学习动机在促进学生学习中其重要作用,它也是激发兴趣学习兴趣以及提高学习成绩的基础。许多初中生的英语学习动机不强,尤其是在一些农村或者城郊结合部的学校,这使得学生学习效果无法达到英语课程标准的要求。有许多因素导致这个问题的出现,包括内部因素和外部因素。由于之前有众多研究着重研究其内部因素,这使得从外部因素角度提高英语学习动机是值得研究的。本研究以Williams和Burden社会建构模式为指导,通过调查学生们的英语学习动机特点以及研究其学习动机与外部因素的相关性,探究影响该农村学校学生学习动机的外部因素,从而改善该校少数民族学生英语学习情况。借助调查问卷,访谈以及课堂观察工具,本研究具体讨论并解决以下问题:(1)从四个维度来看,该校不同年级学生的英语学习动机情况怎样(兴趣和信念,成就动机自我效能以及考试焦虑)?a)学生的学习动机在这四维度有何差异?b)学生英语学习动机在性别上是否有差异?如果有,差异是什么?C)每个年级学学的学习动机是否有差异?如果有,差异是什么?(2)这三个年级学生的英语学习动机与外部因素有何种相关性?每个因素是否存在显著差异?这三个年级的相关性是否有差异?(3)外部因素对学习动机产生的影响在走读生和住校生之间是否存在差异?(4)学生的英语学习动机与学习成绩的相关性如何?本研究采用定量以及定性研究相结合,数据通过问卷,访谈记录以及课堂观察笔记获得。采用SPSS20.0进行信度检验,描述性统计分析,独立样本T检验,单因素方差分析,肯德尔T相关分析以及斯皮尔曼相关分析,主要发现如下:(1)学生的英语学习动机情况不太乐观。简单地说,该校学生不会主动学习英语。?学生学习动机在学习兴趣与信念,成就动机以及考试焦虑这三个维度有很大差异,而自我效能维度没有差异。?该校学生学习动机在性别没有太大差异。?就各年级学生的英语学习动机来讲,初一学生的动机最强,初三其次,初二最弱。(2)学生英语学习动机与外部因素呈显著正相关,这说明外部因素影响着他们的学习动机。?各因素的对比显示,三个年级的情况基本相似,都是学校影响大于家庭影响以及同伴影响。?各年级之间的对比显示,每个年级的所受外部因素影响不同。(3)住校生的学习动机受外部因素影响大于走读生。(4)学生英语学习动机与学习成绩呈显著正相关,这说明学习动机越强,学习成绩越好。最后,作者提出了该研究给予英语教学的启示,以及对今后相关研究的建议等。
[Abstract]:Learning motivation plays an important role in promoting students' learning. It is also the basis for stimulating interest in learning and improving academic achievement. Many junior high school students' English learning motivation is not strong, especially in some rural or suburban schools. As a result, there are many factors that lead to this problem, including internal and external factors. Under the guidance of the social construction model of Williams and Burden, this study investigates the characteristics of students' English learning motivation and the correlation between their motivation and external factors. This paper explores the external factors that affect the students' learning motivation in the rural school, so as to improve the English learning situation of minority students in the school. With the help of questionnaires, interviews and classroom observation tools, This study specifically discusses and solves the following question: 1) from four dimensions, what are the students' English learning motivation (interest and belief, achievement motivation self-efficacy and test anxiety)? (a) what are the differences of students' learning motivation in these four dimensions? B) is there a gender difference in students' English learning motivation? If so, what is the difference? C) is there a difference in the motivation for learning in each grade? If so, what is the difference? (2) what is the correlation between the motivation of English learning and external factors? Is there a significant difference in each factor? Are there any differences in the relevance of these three grades? (3) are there any differences in the influence of external factors on learning motivation between walk-in students and residential students? What is the correlation between students' English learning motivation and their academic achievement? The data were obtained by questionnaire, interview records and classroom observation notes. The reliability test, descriptive statistical analysis, independent sample T test, single factor ANOVA were used to test the reliability, descriptive statistical analysis, independent sample T test and single factor analysis of variance. Kendall T correlation analysis and Spelman correlation analysis, the main findings are as follows: 1) students' English learning motivation is not very optimistic. Students' learning motivation has great differences in three dimensions: learning interest and belief, achievement motivation and test anxiety, but there is no difference in self-efficacy dimension. There is no significant gender difference in the students' learning motivation. In terms of the English learning motivation of the students of different grades, the motivation of the first grade students is the strongest, the third grade is the second, the second is the weakest. 2) there is a significant positive correlation between the students' English learning motivation and the external factors, which indicates that the external factors affect their learning motivation. The comparison of factors shows that the situation of the three grades is basically similar, the school influence is greater than that of the family and peer influence. The comparison between different grades shows that the students' learning motivation is more influenced by the external factors than the walk-in students. 4) there is a significant positive correlation between the students' English learning motivation and their academic achievement. This shows that the stronger the motivation, the better the academic achievement. Finally, the author puts forward the implications of the study for English teaching, as well as some suggestions for future research.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【参考文献】