非英语专业学生的英语阅读动机和阅读自主性的相关研究

发布时间：2018-04-18 21:43

本文选题：英语阅读学习 + 非英语专业　；参考：《中国地质大学(北京)》2017年硕士论文

【摘要】：在长期的语言学习中,英语阅读是一个很有成效的学习英语的方法。在语言学习的四种技能中,阅读是最难开始和长期坚持下来的。大量研究证明学习动机和学习自主性之间具有重要的关系。学习动机和自主性对学习者具有重要的作用,能促进学习者开始学习,并且不断地坚持下去,最重要的是培养他们终生学习的好习惯,这也是教育的最高目标。大量研究已经证明两者存在重大的相关性,然后关注具体的领域的研究却很少,例如听、说、读、特别是阅读领域。这项研究主要采用定量研究,辅以定性研究相结合的分析方法,对中国地质大学(北京)非英语专业大一116名本科生的调查,旨在探究非英语专业英语阅读动机和阅读自主的相关性研究。研究问题是:1.英语阅读动机和阅读自主性之间总体是否具有相关性?2.如果存在:它们存在怎样的相关性?3.阅读动机的每个类型和阅读自主性分别存在多大程度的相关性?4.怎样解释这些相关性?通过采用定量和定性对英语阅读动机类型和阅读自主性的相关分析,结论如下:1)英语阅读动机和阅读自主性之间总体上呈显著的正相关性。2)英语阅读动机的不同类型和英语阅读自主性相关程度不一样:个人发展动机和阅读自主性相关度最高;信息媒介动机,内在兴趣和自主性都存在中低等程度正相关;其中学习情境的相关度最弱;社会责任动机与阅读自主性学习之间没有显著相关性。对于英语课量较少的非英语专业学生来说,第一年的英语阅读学习是非常关键的时期。不仅可以影响到他们上学期间在英语学习上的自主性,而且也会关系到他们终生的英语自主性学习。通过深入地对研究结果的分析,本文就如何激发非英语专业大一学生的英语阅读动机来培养他们的阅读自主提出了几点建议:1)让学生意识到在个人发展以及信息媒介中英语阅读对促进他们英语阅读自主性的重要性。2)把成绩动机转换成兴趣动机。最好的学习状态就是让学习者享受英语阅读学习过程,培养他们的兴趣,如此他们就会自主的去学习。3)老师们不能忽视学习情境动机。老师的教学方式以及学习氛围都会影响学生。在文末,作者总结了此项研究的不足之处,并展望了今后的深入教学和相关课题研究。
[Abstract]:In long-term language learning, English reading is a very effective way to learn English.Of the four skills in language learning, reading is the most difficult to begin and persist in long-term.A large number of studies have proved that there is an important relationship between learning motivation and learning autonomy.Learning motivation and autonomy play an important role in learners, and can promote learners to start learning, and continue to persist, the most important thing is to cultivate their lifelong learning habits, which is also the highest goal of education.A large number of studies have proved that there is a significant correlation between the two, and then focus on specific areas of research, such as listening, speaking, reading, especially in the field of reading.In this study, a quantitative study was used to investigate 116 freshmen of non-English major at China University of Geosciences (Beijing).The purpose of this study is to explore the correlation between reading motivation and reading autonomy for non-English majors.The research question is 1: 1.There is a general correlation between English reading motivation and reading autonomy.If so: what is their correlation?The correlation between each type of reading motivation and reading autonomy is significant.How do you explain these correlations?By using quantitative and qualitative analysis of English reading motivation types and reading autonomy,Conclusion: (1) there is a significant positive correlation between English reading motivation and reading autonomy. 2) different types of English reading motivation have different correlation with English reading autonomy: personal development motivation has the highest correlation with reading autonomy;The motivation of information media, intrinsic interest and autonomy are positively correlated to middle and low degree; among them, the correlation of learning situation is the weakest; there is no significant correlation between social responsibility motivation and autonomous learning of reading.The first year of English reading is a critical period for non-English majors who have less English lessons.It can not only affect their autonomy in English learning during school, but also affect their lifelong English autonomy.Through an in-depth analysis of the results of the study,This paper puts forward some suggestions on how to stimulate the English reading motivation of non-English major freshmen to cultivate their reading autonomy: 1) to make students realize that English reading in personal development and information media can promote their English.The importance of reading autonomy. 2) converting performance motivation into interest motivation.The best state of learning is to let learners enjoy the process of reading and cultivate their interest, so that they can learn on their own. 3) the teachers can not ignore the motivation of learning situations.The teacher's teaching style and learning atmosphere will affect the students.At the end of the paper, the author summarizes the shortcomings of this research, and looks forward to further teaching and related research in the future.
【学位授予单位】：中国地质大学(北京)
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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