基于自主决定理论视角下不同阶段学生英语学习动机差异研究

发布时间：2018-04-14 04:01

本文选题：自我决定论 + 学习动机的差异　；参考：《山西财经大学》2017年硕士论文

【摘要】：随着英语在我们的日常生活中变得越来越重要,越来越多的教育者与学者开始关注如何可以有效地学习英语。慢慢地,他们发现刺激学习动机可以帮助学习者学习英语。因此,相当多的关于动机的理论形成了。起初,这些动机理论主要是在心理学领域,后来扩展到语言学领域。自我决定论是动机理论中之一,也是本次研究的理论框架。本文讨论了不同阶段学生的学习动机,发现他们动机确实存在不同,他们的内在动机,整合动机,认同动机,内摄动机,外在调节,零动机,出国动机以及整体动机,这些给我们在教学上的启示。三个研究问题是:(1)不同阶段学生英语学习动机的相似点和不同点是什么以及从低到高阶段学生英语学习动机是如何变化的?(2)影响学生学习动机的因素是什么?(3)从现在这个研究可以获得的教学启示是什么?本次研究同时采用了量化研究(利用问卷收集数据)和质化研究(利用访谈)。通过把两种方法结合,作者获得了真实而且客观的发现,也给出了相对合理的解释。关于第一个问题的主要研究揭示了不同阶段的学生的英语学习动机有些确实存在显著性差异。不同阶段学生的内在动机,整合动机,内摄动机,出国动机和整体动机会随着阶段的升高而降低。而不同阶段学生的认同动机,外在动机和零动机没有显著的不同。后续的访谈则用来探究这些发现之后的原因。关于第二研究问题,有五个因素影响了学生的英语学习动机,即学生自认为的英语水平、学生对英语老师的看法、学生的课堂参与度、学生的自我效能以及学生对小组活动的看法。一般来说,随着学生自认为的英语水平、参与度以及自我效能的提高,他们的内在动机、整合动机、认同动机、内摄动机、外部动机、零动机、出国动机以及整体动机都会随之提高,除了小学生和初中生的外在动机是随着参与度的提高而降低的这一趋势。而学生对老师的看法和对小组活动的看法越积极,他们的各项动机也越高。第三个研究问题的提出是基于之前提到的影响动机的影响因素。老师应该提高自己,认真地设计教学。他们应该和学生保持良好的关系,关心学生等等。本文也存在一些不足,在将来作者会吸取这次研究的不足之处而做的更好。
[Abstract]:As English becomes more and more important in our daily life, more and more educators and scholars begin to pay attention to how to learn English effectively.Slowly, they found that stimulating learning motivation can help learners learn English.Therefore, a considerable number of theories about motivation have been formed.At first, these motivational theories were mainly in the field of psychology and later extended to the field of linguistics.Self-determinism is one of the motivation theories and the theoretical framework of this study.This paper discusses the learning motivation of students at different stages. It is found that their motivation is different, their intrinsic motivation, integration motivation, identity motivation, internal motivation, extrinsic adjustment, zero motivation, motivation to go abroad and overall motivation.These give us the enlightenment in teaching.What are the similarities and differences of students' English learning motivation in different stages and how students' English learning motivation changes from low to high level? 2) what are the factors that affect students' English learning motivation?What are the pedagogical implications of this study now?In this study, both quantitative (questionnaire data collection) and qualitative research (using interviews) were used at the same time.By combining the two methods, the author obtains the true and objective findings and gives a relatively reasonable explanation.The main research on the first question reveals that there are some significant differences in students' English learning motivation at different stages.Students' internal motivation, integration motivation, internal motivation, motivation to go abroad and overall motivation will decrease with the increase of stage.However, there are no significant differences between students' identification motivation, extrinsic motivation and zero motivation in different stages.Subsequent interviews were used to explore the reasons behind the findings.With regard to the second question, there are five factors that affect students' motivation to learn English, that is, students' perceived English proficiency, students' views on English teachers, and students' participation in the classroom.Students' self-efficacy and their views on group activities.Generally speaking, with the improvement of students' perceived English proficiency, participation and self-efficacy, their intrinsic motivation, integration motivation, identity motivation, proactive motivation, external motivation, zero motivation, and so on.The motivation to go abroad and the overall motivation will increase, except for the extrinsic motivation of primary school students and junior high school students, which decreases with the increase of participation.The more positive students' views of teachers and group activities are, the higher their motivations are.The third question is based on the above mentioned influencing factors of motivation.Teachers should improve themselves and seriously design teaching.They should keep a good relationship with students, care for students and so on.This paper also has some shortcomings, in the future the author will learn from the shortcomings of this study and do better.
【学位授予单位】：山西财经大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319

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