少数民族地域中学生英语学习成绩学习目的与家庭背景的相关性实证研究

【摘要】 学习动机是影响英语学习者学习效果的重要因素之一。从社会语言学角度出发,学习动机受家庭、学校等社会环境影响。本文以Robert Gardner, Wallace Lambert,和Zoltan Dornyei的学习动机理论为指导,探讨海南少数民族地区中学生英语学习动机类型,从家庭经济条件、父母教育程度、父母职业状况、父母对子女英语学习的态度等四方面了解家庭背景对子女英语学习动机和成绩的影响,寻找帮助家庭和学校有的放矢地鼓励和指导学生学习英语,提高少数民族地区学生英语学习成效的办法。本研究采用问卷调查法和文献研究法,以海南少数民族地区具有代表性的两个初级中学225名中学生及其父母为研究对象,调查学生的英语学习动机和家庭背景,调阅学校有关学生的成绩档案,了解学生的英语学习成绩,然后使用SPSS对原始数据进行分析。本研究共有10个假设,其中6个被证实,2个被否定,2个被部分否定。研究发现：海南少数民族地区学生英语学习动机主要有三类(融合性动机、工具型动机、情景型动机),学生的动机强度表现为中等强度；父母受教育程度与学生融合性动机、工具型动机、以及学习成绩正相关；父母的职业状况对学生的英语成绩有影响；家庭经济状况与学生的英语学习动机和学习成绩没有显著关系；父母的英语能力影响其子女的融合性学习动机,父母对英语的兴趣影响子女的英语学习成绩；父母对子女英语学习关注度越高,与老师交流越频繁,学生的英语学习成绩越好,而且越能激发学生的工具型动机；家庭英语学习环境与学生英语学习成绩和动机正相关；父母对子女英语学习的监督频率影响其英语学习成绩,父母对子女英语学习的参与度有助于激发其融合型动机；父母认为英语是子女最应学好的课程之一。根据以上发现,笔者建议从三方面对海南少数民族地区学生的英语学习进行正面干预：帮助该少数民族地区学生及其父母提高对英语重要性的认识；加强学校与家长的沟通；学校与社会各界合作,帮助父母为学生的英语学习创造良好的环境。
 
【关键词】 海南少数民族地区； 中学英语教育； 英语学习动机； 英语学习成绩； 家庭背景； 应用语言学； 社会语言学；

CHAPTER IINTRODUCTION

Necessity of the Study
Hainan is an old remote province inhabited many minority nationalities such as Li(15.84 percent), Miao (0.28 percent), and Zhuang (0.67 percent). Although the governmenthas increased living allowance for rural students receiving compulsory education, somestudents still drop out of school. Each year teachers in the rural should visit parents whosechildren are not at school and attempt to persuade the children to receive school education.Due to inadequate development of economy and culture, the average level of education inHainan is lower than other places on the mainland, especially English education. A mountof students in minority areas are poor in English learning. At this point，it is necessary toknow students' and parents’ inner thoughts about English learning, as well as parents'attitudes toward children's English learning. Four key terms need to be defined before the investigation. It may help to clarify thevariables analyzed, the methodologies employed, and the findings that resulted. They aremiddle schoolers in Hainan minority areas, English learning achievements, motivations,and family backgrounds.Middle school students in this study refer to those who inhabit in Hainan minorityareas. They are Han students or minority students. They have already acquired someEnglish fundamental knowledge. English learning Achievements are the scores studentsachieved in their final English test, which is developed by teachers in the local educationbureau to inspect students' learning effect.
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Significance of the Study
Theoretically, research has documented a close relationship between familybackgrounds (such as family economic conditions，parents' educational level，and parents'profession), students' learning motivations, and students' achievements. With an empiricalresearch in this study, it intends to verify the rationality in Hainan minority areas.Practically，this study is going to explore to what extend do family backgrounds andparents' attitudes toward student's English learning affect students' motivations and theirEnglish achievements. It not only helps family, school and society to positively educatestudents, but also accelerates the development of English education, improves soft powerof culture，and drives the construction of international tourism island.
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CHAPTER nLITERATURE REVIEW

Researches on English Education of Middle Schoolers in ChineseMinority Areas
Researches on English education of middle school students in Chinese minority areasdated from the reform and opening-up policy. On account of language transfer from theirnative language and mandarin, it was difficult for them to learn English. Recent years, thedifferences on culture background and learning habit between Han nationality students andminority students have gradually been recognized. Scholars have carried outmanyresearches. They could be classified into three aspects: English teaching reform, Englishlearning difficulties and solutions, and English learning attitude, motivation and strategy.Researches on English teaching reformTo improve the quality of English education, it was necessary to reform and developEnglish teaching modes. Qin Xixue (2011) claimed that the reform should tend to bedynamic，interesting, and interactive. He pointed out that middle school students shouldcommunicate more with each other in English, and should not just recite words or practicethe abilities of reading and writing. It would arouse students' sense of exploration withsome interesting activities created by teachers. Teachers should also carry out interactiveteaching methods to strengthen the communication with and between students.Yang Hongli and Wu Xiaoyu (2012) paid more attention to cultural clash in theprocess of English teaching reform in Tibetan areas of Gansu. They indicated that newcurriculum standard ignored regional differences. The national English textbook could notfulfill Tibetan students* needs. Students suffered from difficulties of language transformation (Tibetan, Mandarin, and English) as well as the transformation of thoughts.Since Tibetan was their native language, it was not easy for them to acquire English underthe Mandarin environment. In order to reduce the negative transfer of Mandarin, YangXiaoxuan (2012) put forward Tibetan-English teaching mode. Teachers taught English inTibetan but not in Chinese. As to teaching evaluation system, she promotedprocess-oriented assessment. It involved students’ self-assessment, assessment betweenstudents, and teachers’ assessment. Besides, motivations, learning interest, and learninghabit of students should be included in the assessment system. Thus, teachers could adjustteaching methods according to the outcomes of these assessments. One possible limitationof the Tibetan-English teaching mode was a lack of teachers who could speak Tibetan.

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