新疆高校俄语专业少数民族大学生的学习态度、动机和焦虑以及其对俄语成绩影响的调查分析

发布时间：2018-07-12 21:56

本文选题：学习者态度 + 学习动机　；参考：《新疆师范大学》2013年硕士论文

【摘要】：近年来，关于态度、动机和焦虑的研究在二语习得研究领域受到广泛关注，逐步成为学者们研究的重要课题之一。态度、动机和焦虑作为情感因素的变量，在二语习得过程中尤为重要。Gardner和Lambert等学者经研究得出，态度、动机和焦虑与外语学习成绩密切相关。基于社会教育模式模型，学习态度、动机和焦虑具有相关性，，并且越来越多的研究倾向于探讨它们对语言学习者学习效果的影响。这充分说明研究学习态度、动机和焦虑与成绩关系的重要性。现阶段国内关于态度和动机的研究主要集中在研究动机的类型、内部结构、动机和成绩之间的关系，而把动机,态度和焦虑看做整体的研究还很少；而且对少数民族学生学习俄语的态度、动机、焦虑的研究较少。在新疆俄语教学是当地外语教学的重要组成部分，新疆的少数民族大学生学习俄语显得及其重要。本研究以新疆师范大学和喀什师范学院俄语专业少数民族大学生为研究对象，通过问卷调查和访谈的方法，调查了156名少数民族大学生学习俄语的态度、动机、焦虑的基本情况，探讨了影响少数民族大学生俄语成绩的因素，促进少数民族俄语专业学生的学习态度和动机，以达到提高少数民族大学生的俄语水平。本研究态度与动机和焦虑度的调查问卷采用Gardner (2004)的态度动机量表(AMTB)EFL版本,问卷均已根据调查实际情况进行修改。全部调查数据运用“社会科学设计配套软件”（SPSS17.0）进行统计。主要研究结果如下：第一，少数民族俄语专业大学生学习俄语的态度积极，而且都有明确的学习动机，属于工具型的人数较多，他们对语言学习环境、俄语、还有说俄语的外国人都很肯定。第二，对俄语学习的态度、学习动机、语言焦虑都和俄语学习成绩呈显著相关。学习动机对学习成绩的预测力最强。语言焦虑与学习成绩呈负相关; 第三，高分组与低分组之间在对俄语学习的态度、动机以及语言焦虑方面存在显著差异；高分组和低分组之间在工具型动机取向上没有显著差异,但高分组的工具型动机取向高于低分组。总而言之，本研究初步总结了俄语专业少数民族学生态度、动机和焦虑的现状和特点以及三者与俄语成绩之间的关系，为新疆地区的俄语教学提供了一些启示。
[Abstract]:In recent years, the study of attitude, motivation and anxiety has attracted wide attention in the field of second language acquisition (SLA), and has gradually become one of the most important topics of scholars. Attitude, motivation and anxiety are variables of affective factors, especially in the process of second language acquisition. Gardner and Lambert and other scholars have found that attitude, motivation and anxiety are closely related to foreign language learning achievement. Based on social-educational model, learning attitude, motivation and anxiety are correlated, and more researches tend to explore their effects on language learners. This fully demonstrates the importance of studying the relationship between learning attitude, motivation and anxiety and achievement. At present, the research on attitude and motivation is mainly focused on the types of motivation, internal structure, the relationship between motivation and achievement, but there is little research on motivation, attitude and anxiety as a whole. Moreover, the attitude, motivation and anxiety of minority students learning Russian are less studied. Russian teaching is an important part of foreign language teaching in Xinjiang, and it is very important for minority students in Xinjiang to learn Russian. In this study, the attitude and motivation of 156 ethnic minority students studying Russian in Xinjiang normal University and Kashi normal University were investigated by means of questionnaires and interviews. This paper probes into the factors influencing the Russian achievement of minority college students and promotes the learning attitude and motivation of minority students in order to improve the Russian level of minority college students. Gardner's (2004) attitude motivation scale (AMTB) EFL version was used to investigate attitude motivation and anxiety. The questionnaires were revised according to the actual situation of the survey. All the survey data were analyzed by Social Science Design Software (SPSS 17.0). The main results are as follows: first, ethnic minority Russian majors have a positive attitude towards learning Russian, and they all have a clear motivation for learning Russian. The number of students who belong to the instrumental type is relatively large, and they have a good understanding of the language learning environment, Russian, And Russian-speaking foreigners are pretty sure. Second, attitude to Russian learning, learning motivation and language anxiety are significantly related to Russian learning achievement. Learning motivation is the strongest predictor of academic achievement. Third, there are significant differences in attitude, motivation and language anxiety between the high score group and the low group. There was no significant difference in instrumental motivation orientation between the high score group and the low group, but the instrumental motivation orientation of the high score group was higher than that of the low group. In a word, this study summarizes the present situation and characteristics of the attitude, motivation and anxiety of the minority students majoring in Russian, and the relationship between the three and the achievements of Russian, which provides some enlightenment for the teaching of Russian in Xinjiang.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H35

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