城乡小学生英语学习动机的比较研究

发布时间：2018-04-26 14:09

本文选题：小学生 + 动机差异　；参考：《江西师范大学》2017年硕士论文

【摘要】：英语学习动机已成为英语新课程标准的情感目标之一。它的重要性已经在全世界所认可,至今已有许多研究者研究动机问题。但是之前的大多数语言学习动机的研究主要集中在青少年或成年学生,只有少数研究针对儿童。因此,我们似乎很有必要更多的关注一下儿童的英语学习动机问题。以此为出发点,本文调查城乡小学生之间英语学习动机的差异,采用定量定性两种方法,尝试回答以下三个研究问题:(1)城乡地区差异是否会影响小学生的英语学习动机,如果会,是如何影响的?(2)根据小学生的英语成绩与他们的学习动机之间的关系,城乡两所小学有何差异?(3)根据隐喻分析法,城乡小学生的英语学习动机之间有何不同?首先对来自江西省余干县海尔希望小学和双塘小学两所小学的120位儿童发放调查问卷(改编自Gardner和D?rnyei的学习动机调查问卷),随后进行隐喻分析法,进一步探究儿童的英语学习动机。研究结果总结如下:(1)城乡地区性差异确实会对小学生的学习动机产生一些影响。具体说来,儿童的内在动机、成就动机和动机强度没受什么影响,两所学校基本没什么显著差异。对比之下,他们的外在动机深受地区性差异的影响,存在显著性的差异,双塘小学生的外在动机远远高于海尔。(2)两所学校儿童的英语成绩都与他们的内在动机以及动机强度存在着显著的正相关关系,但是就儿童的英语成绩与他们的外在动机以及成就动机之间的相关性而言,两所学校大不相同。双塘小学生的英语成绩与他们的外在动机存在显著性的正相关,而海尔小学生的英语成绩与他们的成就动机存在显著性的正相关关系。(3)隐喻分析法发现,儿童对待英语的积极态度对他们的英语学习至关重要,是两所学校小学生的最主要的动机因素。值得注意的是,双塘小学的儿童虽然英语成绩不如海尔小学,但他们的内在动机和外在动机都高于海尔小学生。最后基于这项研究的结果,本文提供了一些英语教学的启示。
[Abstract]:English learning motivation has become one of the emotional goals of new English curriculum standards. Its importance has been recognized all over the world. So far, many researchers have studied motivation. However, most previous studies focused on adolescents or adult students, and only a few studies focused on children. Therefore, it seems necessary to pay more attention to children's English learning motivation. Taking this as a starting point, this paper investigates the differences in English learning motivation between urban and rural primary school students, and attempts to answer the following three questions: 1) whether the differences between urban and rural areas will affect the English learning motivation of primary school students by using quantitative and qualitative methods. If so, how does it affect it? (according to the relationship between pupils' English achievement and their learning motivation, what are the differences between the two primary schools in urban and rural areas?! (3) according to metaphorical analysis, what are the differences between the English learning motivation of primary school students in urban and rural areas? First of all, 120 children from Haixin Primary School and Shuangtang Primary School in Yugan County, Jiangxi Province, were given a questionnaire (adapted from Gardner and D?rnyei 's Learning motivation questionnaire), and then metaphorical analysis was carried out. Further explore children's English learning motivation. The results are summarized as follows: (1) Regional differences between urban and rural areas do have some effects on pupils' learning motivation. Specifically, children's intrinsic motivation, achievement motivation and motivation intensity were not affected, and there was no significant difference between the two schools. In contrast, their extrinsic motives are strongly influenced by regional differences, and there are significant differences. The extrinsic motivation of students in Shuangtang is much higher than that of Haier. 2) there is a significant positive correlation between the English achievement of children in two schools and their intrinsic motivation and motivation intensity. But in terms of the correlation between children's English achievement and their extrinsic motivation and achievement motivation, the two schools are very different. There is a significant positive correlation between students' English achievement and their extrinsic motivation, while there is a significant positive correlation between Haier pupils' English achievement and their achievement motivation. Children's positive attitude towards English is very important to their English learning and is the most important motivational factor for pupils in the two schools. It is worth noting that although the children in Shuangtang Primary School are not as good at English as Haier Elementary School, their intrinsic and extrinsic motives are higher than those of Haier pupils. Finally, based on the results of this study, this paper provides some implications for English teaching.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

【参考文献】