初中生英语学习动机发展趋势与分析

发布时间：2018-06-25 18:28

本文选题：学习动机 + 外语学习动机　；参考：《延安大学》2015年硕士论文

【摘要】：学习动机是外语学习者个体因素中的重要一环,也是制约学生英语成绩的重要因素之一。较强的学习动机不仅使学生具有浓厚的英语学习兴趣,也有利于学生在考试中取得理想的成绩。在义务教育英语课程标准的五级目标中明确提到要有正确的英语学习动机。可见英语学习动机对英语学习者起着非常重要的作用。近年来,有关外语学习动机的研究层出不穷,从研究对象上来讲,大学生和高职学生的动机研究占主导地位,从研究状态来讲,静态角度的研究较多,但对于动态英语学习动机的研究却为数不多。本研究对延安市宝塔区第四中学初中部初一年级一个平行班的52名学生进行两个学期的跟踪调查,对初二年级一个平行班的50名学生进行四个学期的跟踪调查,且两个班学生的入学成绩不存在差异性。采用问卷调查法对他们的英语学习动机趋势进行调查研究,并使用SPSS(17.0)把收集到数据进行描述性统计,一般线性模型重复度量分析。本研究的结果如下:(1)初中生英语学习动机处于中等水平。总动机的平均值为2.96,标准差为.55。初中生英语学习的动机强度也一般,其平均值为2.90,标准差为.67。在七种学习动机类型中,信息媒介动机的平均值最高,出国动机的平均值最低。初中生英语学习的总动机、动机强度和七种分动机都不强烈,这与课程标准中对动机的要求并不相符,未达到课标的要求。(2)初一上学期至初一下学期,内在兴趣动机、学习成绩动机、动机强度存在差异性。初二上学期至初二下学期,个人发展动机和总动机存在差异性。初二下至初三上学期,内在兴趣动机、出国动机、社会责任动机、个人发展动机、信息媒介动机、总动机和动机强度存在差异性。初三上学期至初三下学期,内在兴趣动机、出国动机、社会责任动机、动机强度方面存在差异性。(3)初中生的英语学习发展趋势具有不稳定性,初中生英语学习动机总动机的发展趋势为前三个学期逐渐平稳上升,从第四个学期开始有所下降,到了第五个学期出现明显的回升,最后一个学期又有明显的下降。初中生英语学习动机强度的发展趋势是前四个学期逐渐下降,第五个学期开始出现大幅度上升,最后一个学期又有明显的回落。且学习成绩动机的发展变化会影响其他的动机。初中生英语学习动机从初一上学期刚进校到初三下学期毕业其动机稍微有所下降,学生的英语学习动机没有发生上升的趋势,反而有所下降。因此,在今后的英语教学中应把提高学生的英语学习动机列入教学计划中来,教师应发挥积极作用,树立良好的班风来提高学习情境动机,积极培养学生对英语学习的内在兴趣,学校也应鼓励学生拥有积极的英语学习动机,把培养学生拥有积极的英语学习动机作为一项重要的教学任务。
[Abstract]:Learning motivation is an important part of the individual factors of foreign language learners, and also one of the important factors restricting students' English achievement. Strong learning motivation not only makes students have a strong interest in English learning, but also helps students to achieve ideal results in the examination. In the CET-5 goal of compulsory English curriculum standard, it is clearly mentioned that there should be correct motivation for learning English. It can be seen that English learning motivation plays a very important role in English learners. In recent years, researches on motivation of foreign language learning have emerged in endlessly. From the point of view of the research object, the motivation research of college students and vocational college students is dominant. In terms of the state of study, there are more studies from the static angle. However, there are few researches on dynamic English learning motivation. In this study, 52 students in a parallel class of Grade 1 junior middle school in Baota District, Yanan City, were followed up for two semesters, and 50 students in a parallel class in Grade 2 were followed up for four semesters. And there is no difference between the two classes. A questionnaire survey was conducted to investigate the trend of their English learning motivation, and SPSS (17.0) was used to analyze the collected data for descriptive statistics and general linear model repeated measurement analysis. The results of this study are as follows: (1) English learning motivation of junior high school students is at the middle level. The average of the total motive is 2.96, and the standard deviation is .55. The motivation intensity of junior high school students' English learning is also general, with an average of 2.90 and a standard deviation of .67. Among the seven types of learning motivation, the average value of information medium motivation is the highest, and the average of overseas motivation is the lowest. The total motivation, the intensity of motivation and the seven sub-motivations of junior high school students are not strong, which is not in line with the requirement of motivation in the curriculum standard. (2) the intrinsic motivation of interest from the first semester to the next semester of junior high school students. There are differences in motivation and intensity of learning achievement. From the first semester to the second semester, there are differences between the individual development motivation and the total motivation. From the second year to the third semester, there are differences in the intrinsic motivation of interest, the motivation of going abroad, the motivation of social responsibility, the motivation of personal development, the motivation of information media, the total motivation and the intensity of motivation. From the third semester to the third semester, there are differences in the intrinsic motivation of interest, the motivation of going abroad, the motivation of social responsibility, and the intensity of motivation. (3) the development trend of junior high school students' English learning is unstable. The development trend of the total motivation of junior high school students' English learning is that the total motivation of English learning of junior high school students gradually rises steadily in the first three semesters, decreases from the fourth semester, then rises obviously in the fifth semester, and then decreases obviously in the last semester. The development trend of junior high school students' English learning motivation intensity is that the intensity of English learning motivation decreases gradually in the first four semesters, rises significantly in the fifth semester, and falls back obviously in the last semester. And the development of learning achievement motivation will affect other motivation. The English learning motivation of junior high school students decreased slightly from the first semester to the third semester, and the motivation of English learning of junior high school students did not rise, but declined. Therefore, in the future English teaching, we should include the improvement of students' English learning motivation in the teaching plan, and teachers should play an active role in setting up a good class style to improve the motivation of learning situations. The school should also encourage students to have positive English learning motivation and take it as an important teaching task to cultivate students' positive English learning motivation.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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