大学英语分级教学中学生学习动机优化研究

发布时间：2018-02-13 02:40

本文关键词： 大学英语分级教学学习动机动机激发　出处：《四川外国语大学》2017年硕士论文　论文类型：学位论文

【摘要】：动机是影响学习者外语学习效果的重要因素之一,一直受到国内外学者的诸多关注。目前外语学习动机研究更多的聚焦于学校和课堂教育环境,与学校教育紧密结合。随着我国教育理论与实践的不断深入,分级教学作为大学英语教学改革中的一项重要举措逐渐被广泛应用于各大高校。分级教学基于“以人为本”的教育理念,主张关注学习者的实际英语水平,尊重学习者的个体差异,注重激发学习者的学习动机,提高学习的效率。本研究试图将外语学习动机和大学英语分级教学结合起来进行论述。首先,笔者对学习动机相关因素进行了梳理,为后续策略研究奠定基础。其次对大学英语分级教学中学生学习动机强度与类型变化进行调查,找出存在的问题并对其归因,进而采取有针对性的激发策略和教学策略,提高分级教学的效果。鉴于此,本研究在大学英语分级教学的背景下,研究以下三个问题:(1)大学英语分级教学中学生学习动机类型分布情况;(2)分级教学前与分级教学后,实验班学生英语学习动机类型和动机强度是否存在差异;(3)分级教学前和分级教学后,平行班学生英语学习动机类型和动机强度是否存在差异。笔者在高一虹等研究成果的基础上,将大学英语学习动机归纳为五种类型,分别是内在动机、成就动机、情境动机、社会责任动机以及个人发展动机。研究发现大学英语分级前后学生的学习情境动机变化并不显著,工具型动机占主要比例,且动机强度不稳定。同时本研究也针对以上问题提出相应策略,优化并维持学生的学习动机,以期有助于高校大学英语分级教学。
[Abstract]:Motivation is one of the most important factors influencing learners' foreign language learning effect, and has been paid much attention by scholars both at home and abroad. At present, the research on motivation of foreign language learning is more focused on the school and classroom education environment. With the development of educational theory and practice in our country, As an important measure in the reform of college English teaching, graded teaching has gradually been widely used in colleges and universities. Graded teaching is based on the educational concept of "people-oriented" and advocates to pay close attention to the learners' actual English proficiency. Respect for individual differences of learners, focus on motivating learners to improve their learning efficiency. This study attempts to combine foreign language learning motivation with college English teaching. First of all, The author combs the relevant factors of learning motivation and lays a foundation for the follow-up study. Secondly, the author investigates the intensity and type of learning motivation of college English graded teaching students, finds out the existing problems and ascribes them to them. In view of this, the present study is based on the background of college English graded teaching. To study the following three questions: (1) the distribution of students' learning motivation types in graded teaching of college English; (2) before and after graded teaching; Whether there are differences in the types and intensity of English learning motivation of the students in the experimental class? (3) before and after the graded teaching; On the basis of the research results of Senior one Hong, the author classifies college English learning motivation into five types: intrinsic motivation, achievement motivation and situational motivation. Social responsibility motivation and personal development motivation. The study found that there was no significant change in students' learning situation motivation before and after college English grading, but instrumental motivation accounted for the main proportion. And the intensity of motivation is unstable. At the same time, this study also puts forward the corresponding strategies to optimize and maintain the students' learning motivation, in order to help college English teaching at different levels.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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