高职生专业英语学习的动态动机分析及培养策略

发布时间：2018-03-19 01:23

本文选题：高职生　切入点：动态动机　出处：《广东技术师范学院》2017年硕士论文　论文类型：学位论文

【摘要】：近年来我国高职教育发展迅速,高职院校的学生已经成为一个庞大的英语学习群体。不同于一般本科学生,高职生的英语基础普遍较差,学习能力相对较弱。对于英语学习,学习动机是一个重要的非智力影响因素,因此对高职生学习动机的研究和培养就显得非常重要。本研究尝试从国外应用语言学界较新的理论成果动态系统理论着手,采用动态测量的方式,在问卷调查和访谈调研的基础上,对高职生英语学习动态动机进行深入研究,着重分析学生的专业英语学习现状、学习特点、学习动机的动态变化特征以及影响学生学习动机的因素。研究首先分析了高职学生专业英语学习动机的研究背景,梳理了中外学者关于英语学习动机和动态动机的研究现状。在某高职学校,选取了英语专业的两个班级学生,基于动态学习动机测量“三明治模式”的整体教学设计和学习动机“测试-教学”模式的实施,进行了为期一个学期的英语教学改革实验。在实验班采用动态学习动机的培养策略进行教学,在对照班实施传统的教学方法。期间,对每一个班级学生的学习动机,分别在学期初、中、末的不同时间节点,进行了四次动态动机的测试。研究结果表明,实验班学生的英语学习动机的变化是比较显著的。根据问卷调查、课堂观察和课外访谈的结果分析显示,高职生英语的动态学习动机呈现以下特点:学习动机个性化;学习动机实用化;学习类型差异化;自我效能感高低并存;学习动机的复合性;学习动机的趋成避败。目前高职生英语学习存在缺少学习目标和计划、学习依赖性强、自主学习能力较低、对知识信仰不高及求知欲和上进心不强等方面的问题。在此基础上,本研究提出了促进和维持英语学习动态动机的策略,包括:培养学习兴趣,激发学生内在学习动机;改变教师传统观念,创设新型课堂模式;培养学生学习英语的自信心。
[Abstract]:In recent years, higher vocational education in China has developed rapidly, and students in higher vocational colleges have become a large group of English learners. Unlike ordinary undergraduate students, higher vocational students generally have a poor English foundation and relatively weak learning ability. Learning motivation is an important non-intellectual factor, so it is very important to study and cultivate the learning motivation of vocational college students. This study attempts to start with the dynamic system theory, which is a relatively new theoretical achievement in the field of applied linguistics abroad. On the basis of questionnaire survey and interview, this paper makes a deep study on the dynamic motivation of vocational college students' English learning, focusing on the analysis of the present situation and characteristics of students' professional English learning. The dynamic characteristics of learning motivation and the factors influencing students' learning motivation. Firstly, the research background of vocational college students' professional English learning motivation is analyzed. This paper reviews the current research situation of English learning motivation and dynamic motivation among Chinese and foreign scholars. In a vocational school, two classes of English majors are selected. The whole teaching design based on dynamic learning motivation measurement "sandwich mode" and the implementation of "test-teaching" model of learning motivation. A one-semester English teaching reform experiment was conducted. The dynamic learning motivation was adopted in the experimental class and the traditional teaching method was implemented in the control class. Four times of dynamic motivation tests were conducted at different time points at the beginning, middle and end of the semester. The results showed that the students' English learning motivation in the experimental class changed significantly. The results of classroom observation and extracurricular interviews show that the dynamic learning motivation of vocational college students presents the following characteristics: individuation of learning motivation; pragmatism of learning motivation; differentiation of learning types; coexistence of self-efficacy; The complexity of learning motivation, the tendency of learning motivation to avoid defeat. At present, there is a lack of learning goals and plans in English learning of vocational college students, learning dependence is strong, autonomous learning ability is low, On the basis of this, this study puts forward some strategies to promote and maintain the dynamic motivation of English learning, including: cultivating learning interest and stimulating students' intrinsic learning motivation; To change teachers' traditional ideas, to create new classroom models and to cultivate students' confidence in learning English.
【学位授予单位】：广东技术师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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