Qu:Est提问策略对高职高专学生英语学习动机影响的研究
发布时间：2018-11-26 14:39
【摘要】：有效性提问是英语课堂最常用的教学策略之一。教师的有效性提问对培养学生的英语学习兴趣和激发英语学习动机具有非常重要的作用。大量研究表明,只有当学生的英语学习动机被激发时,才会更加渴望学习。因此,研究教师如何进行课堂提问并对学生英语学习动机产生积极影响,不仅具有必要性,还具有重要的实践意义。然而目前我国关于有效性提问对英语学习动机影响的研究相对较少。除此之外,研究的重点都在高中生和本科生,而对于高职高专院校学生的研究并未受到重视。尤其是作为一种有效提问的Qu:Est(为理解而提问:让学生开动脑筋)提问策略的研究,主要集中于其有效性和在各学科的运用上,尚未有研究验证该策略对学生的学习动机有何影响,以及运用该策略以激发学生英语学习动机的具体方法。因此,本研究尝试在调查当前高职高专学生的英语学习动机现状基础上,研究Qu:Est提问策略对其英语学习动机的影响,以期提出运用Qu:Est提问策略激发学生英语学习动机的有效建议。本研究以济南职业学院的149名专科学生为研究对象,采用问卷进行数据收集,并运用SPSS17.0进行数据统计分析,具体回答以下三个问题:1.当前高职高专学生主要的英语动机类型是什么?英语学习动机强度如何?2.Qu:Est提问策略对高职高专学生的英语学习动机有何影响?3.如果Qu:Est提问策略能够激发高职高专学生的英语学习动机,策略中的哪几种问题起主要影响作用?研究发现:1.当前,高职高专学生英语学习动机的主要类型为学习成绩动机,动机强度整体而言相对不高。2.在实施Qu:Est提问策略之后,受试者的英语学习动机强度得到加强,但英语学习动机类型变化不大。3.在Qu:Est提问策略中,对激发高职高专学生学生英语学习动机起主要作用的问题为回忆性问题,观察性问题,验证性问题,支持性问题,解释性问题和重新直接询问的问题。最后,笔者根据研究发现,对如何运用Qu:Est提问策略来激发高职高专学生英语学习动机提出了相关建议,指出了本研究的不足之处,并且对将来的研究提出建议。
[Abstract]:Effective questioning is one of the most commonly used teaching strategies in English classroom. Teachers' effective questioning plays an important role in cultivating students' interest in English learning and motivating English learning motivation. A large number of studies have shown that students are more eager to learn only when their motivation is aroused. Therefore, it is not only necessary but also of great practical significance to study how teachers ask questions in class and have a positive impact on students' English learning motivation. However, there are relatively few studies on the effect of validity questioning on English learning motivation in China. In addition, the research focuses on high school students and undergraduate students, but not on the students of higher vocational colleges. In particular, as a kind of effective questioning, the research of Qu:Est (asking questions for understanding: let students use their brains) mainly focuses on its effectiveness and its application in various disciplines. No research has been done to verify the influence of this strategy on students' learning motivation and the specific methods to stimulate students' English learning motivation by using the strategy. Therefore, on the basis of investigating the current situation of English learning motivation of higher vocational college students, this study attempts to study the influence of Qu:Est question strategy on their English learning motivation. The purpose of this paper is to put forward some effective suggestions on how to use Qu:Est strategy to stimulate students' English learning motivation. This study takes 149 college students in Jinan Vocational College as the research object, adopts questionnaire to collect data, and uses SPSS17.0 to carry on the statistical analysis, and answers the following three questions concretely: 1. What are the main English motivation types of vocational college students? What is the intensity of English learning motivation? how does 2.Qu:Est question strategy affect English learning motivation of higher vocational college students? 3. If the Qu:Est questioning strategy can stimulate the English learning motivation of higher vocational college students, which kinds of questions in the strategy play a major role? The results are as follows: 1. At present, the main type of English learning motivation of higher vocational college students is achievement motivation, and the motivation intensity is relatively low. 2. 2. After the implementation of Qu:Est questioning strategy, the intensity of English learning motivation was strengthened, but the type of English learning motivation changed little. 3. In the Qu:Est questioning strategy, the main problems that play an important role in motivating the English learning motivation of vocational college students are recall, observational, confirmatory, supportive, explanatory and direct questions. Finally, according to the findings of the study, the author puts forward some suggestions on how to use Qu:Est questioning strategy to stimulate the English learning motivation of vocational college students, points out the inadequacies of this study, and puts forward some suggestions for future research.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2358835
[Abstract]:Effective questioning is one of the most commonly used teaching strategies in English classroom. Teachers' effective questioning plays an important role in cultivating students' interest in English learning and motivating English learning motivation. A large number of studies have shown that students are more eager to learn only when their motivation is aroused. Therefore, it is not only necessary but also of great practical significance to study how teachers ask questions in class and have a positive impact on students' English learning motivation. However, there are relatively few studies on the effect of validity questioning on English learning motivation in China. In addition, the research focuses on high school students and undergraduate students, but not on the students of higher vocational colleges. In particular, as a kind of effective questioning, the research of Qu:Est (asking questions for understanding: let students use their brains) mainly focuses on its effectiveness and its application in various disciplines. No research has been done to verify the influence of this strategy on students' learning motivation and the specific methods to stimulate students' English learning motivation by using the strategy. Therefore, on the basis of investigating the current situation of English learning motivation of higher vocational college students, this study attempts to study the influence of Qu:Est question strategy on their English learning motivation. The purpose of this paper is to put forward some effective suggestions on how to use Qu:Est strategy to stimulate students' English learning motivation. This study takes 149 college students in Jinan Vocational College as the research object, adopts questionnaire to collect data, and uses SPSS17.0 to carry on the statistical analysis, and answers the following three questions concretely: 1. What are the main English motivation types of vocational college students? What is the intensity of English learning motivation? how does 2.Qu:Est question strategy affect English learning motivation of higher vocational college students? 3. If the Qu:Est questioning strategy can stimulate the English learning motivation of higher vocational college students, which kinds of questions in the strategy play a major role? The results are as follows: 1. At present, the main type of English learning motivation of higher vocational college students is achievement motivation, and the motivation intensity is relatively low. 2. 2. After the implementation of Qu:Est questioning strategy, the intensity of English learning motivation was strengthened, but the type of English learning motivation changed little. 3. In the Qu:Est questioning strategy, the main problems that play an important role in motivating the English learning motivation of vocational college students are recall, observational, confirmatory, supportive, explanatory and direct questions. Finally, according to the findings of the study, the author puts forward some suggestions on how to use Qu:Est questioning strategy to stimulate the English learning motivation of vocational college students, points out the inadequacies of this study, and puts forward some suggestions for future research.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
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