强化初中生英语学习动机的干预研究

发布时间：2018-06-15 04:26

本文选题：英语学习动机 + 动机类型　；参考：《青海师范大学》2017年硕士论文

【摘要】：英语学习动机作为决定中学生英语学习成败的重要因素,它直接影响了中学生为英语学习付出的努力以及这种努力的持久性。因此,中学生英语学习动机作为影响中学生学习英语成败的关键因素,它已成为外语教学研究领域的研究热点。近年来,研究者们就如何激发学生的英语学习动机提出了不少的英语学习策略。然而,如何通过干预强化学生的英语学习动机的研究却很少。作为一名中学英语教师,作者认为最好的动机干预就是提高学生的学习效果。如果教师能够采取适当的干预措施强化学生的英语学习动机,它不仅能够激发学生学习英语的内在兴趣,也能开启他们学习英语持久的热情,同时帮助他们提高英语学习成绩。本研究在归因理论、需要层次理论、行为主义理论和外语学习动机三层次框架理论的指导下,作者从学生的学习动机类型、动机强度和学习成败归因三方面入手,将自己所执教的高台县第二中学八年级两个班的学生(实验班和控制班)作为研究对象,通过调查问卷、访谈和课堂观察对他们的英语学习动机现状以及影响因素作了分析说明。研究发现,学生的成就动机普遍较高而内在动机低下。其中,学生的内在动机、动机强度和内归因有明显的相关性。基于对中学生英语学习动机的多角度分析,作者从与学生直接相关的学习情境、成就动机和社会责任三方面以及与之间接相关的父母、教师因素入手,设计了具体的干预措施。在实验前,作者通过访谈、课堂观察以及自身的教学经历对干预前的现状做了客观描述;其次,作者依据具体现状采取了相应的干预措施;最后,作者通过再次访谈和课堂观察阐述了干预效果。研究表明,适当的干预措施可以强化学生的英语学习动机。通过为期四个月的干预实验,作者通过问卷调查分析得出,实验班学生的学习情境动机和社会责任动机有了明显提高,成就动机在原来较高的基础上得到了进一步强化,内在动机也得到了显著提高。同时,与控制班相比,实验班学生的学习动机强度也明显增加。最后,作者通过对实验班和控制班学生干预前后的成绩进行对比,得出实验班学生成绩有了显著提高。因此,它也进一步说明学生的内在动机、动机强度和学业成绩成正相关。
[Abstract]:English learning motivation is an important factor that determines the success or failure of middle school students' English learning. It directly affects the efforts made by middle school students for English learning and the persistence of such efforts. Therefore, as a key factor affecting the success or failure of middle school students' English learning, English learning motivation of middle school students has become a hot topic in the field of foreign language teaching and research. In recent years, researchers have put forward a lot of English learning strategies on how to stimulate students' English learning motivation. However, there is little research on how to strengthen students' English learning motivation through intervention. As a middle school English teacher, the author thinks that the best motivation intervention is to improve the students' learning effect. If teachers can take appropriate intervention measures to strengthen students' English learning motivation, it can not only stimulate students' intrinsic interest in learning English, but also open their lasting enthusiasm for learning English and help them improve their English learning performance. Under the guidance of attribution theory, hierarchy theory, behaviorism theory and three-level framework theory of foreign language learning motivation, the author begins with three aspects: the types of learning motivation, the intensity of motivation and the attribution of success or failure of learning. Taking the students (experimental class and control class) in the eighth grade of Gaotai County No. 2 Middle School as the research object, through the questionnaire, The present situation of their English learning motivation and the influencing factors are analyzed by interview and classroom observation. The study found that students' achievement motivation is generally high and their intrinsic motivation is low. Among them, students' intrinsic motivation, motivation intensity and internal attribution have obvious correlation. Based on the multi-angle analysis of middle school students' English learning motivation, the author designs specific intervention measures from three aspects: the learning situation directly related to students, achievement motivation and social responsibility, as well as the parents and teachers indirectly related to them. Before the experiment, the author made an objective description of the current situation before the intervention through interviews, classroom observation and his own teaching experience. Secondly, the author took the corresponding intervention measures according to the specific situation. The author expounds the effect of intervention through re-interview and classroom observation. The study shows that appropriate intervention measures can strengthen students' English learning motivation. Through a four-month intervention experiment, the author concludes that the students' motivation of learning situation and social responsibility has been obviously improved, and the motivation of achievement has been further strengthened. Internal motivation has also been significantly improved. At the same time, compared with the control class, the experimental class students' learning motivation is also significantly increased. Finally, the author compares the results before and after the intervention between the experimental class and the control class, and concludes that the results of the experimental class have been significantly improved. Therefore, it further shows that students' intrinsic motivation, motivation intensity and academic achievement are positively correlated.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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