初中英语教师课堂动机策略使用研究
发布时间：2019-03-28 20:39
【摘要】：动机是决定学生英语学习成败的关键因素之一,而英语学习中“去动机”现象普遍存在,用以激发和维持学生英语学习动机的策略研究成为近年来外语教学领域的研究热点。本文旨在研究初中英语教师课堂的动机策略(即“用来激发学生学习动机的策略”)意识水平和使用情况,并提出了以下三个研究问题:(1)初中英语教师动机策略意识水平现状如何?(2)初中英语教师对动机策略的使用有什么特点?(3)不同年级的教师在动机策略意识水平和使用频率上是否有差异?如果有,有什么差异?本研究通过对来自昆明市6所中学的60位初中英语教师的问卷调查和半结构式访谈得到研究数据,并用SPSS11.5对所得到的数据进行分析。研究结果表明:受试教师的动机策略意识水平很高,40项动机策略中,有36项的结果显示为重要或者是很重要,被认为很重要的动机策略主要分布在教师行为、师生关系、自信、任务、努力和自主性这几个分量表中。而教师动机策略的使用频率结果显示,有32项动机被经常使用。教师偏向于使用的动机策略类型为师生关系、教师行为、努力、自信、任务和自主性,而目标,小组和比较这几类策略则是最不常使用的策略类型。初中英语教师对各项动机策略的重要性认识使用频率上有差异,有些教师认为重要的策略并未得道频繁使用。此外,研究结果显示三个年级的老师在动机策略意识水平和使用频率上差异不显著。基于以上研究结果,本文对初中英语教师在动机策略的使用方面提出了一些建议。希望本研究对教学改革以及教师自身发展会有启示意义。
[Abstract]:Motivation is one of the key factors to determine the success or failure of students' English learning. The phenomenon of "de-motivation" in English learning is widespread. The research on strategies to stimulate and maintain students' motivation in English learning has become a hot topic in the field of foreign language teaching in recent years. The purpose of this paper is to study the level of awareness and use of motivation strategies ("strategies used to stimulate students' learning motivation") in the classroom of junior middle school English teachers. And put forward the following three research questions: (1) what is the status quo of junior middle school English teachers' motivation strategy consciousness level? (2) what are the characteristics of junior middle school English teachers' use of motivation strategies? (3) the teachers of different grades are moving. Are there differences in the level of strategic awareness and frequency of use? If so, what's the difference? In this study, 60 junior middle school English teachers from 6 middle schools in Kunming were investigated by questionnaires and semi-structured interviews, and the data were analyzed by SPSS11.5. The results show that the level of motivation strategy consciousness is very high, 36 of the 40 motivation strategies are important or very important, and the most important motivation strategies are teacher behavior, teacher-student relationship, and so on. Self-confidence, task, effort and autonomy in these subscales. The frequency of use of teacher motivation strategies shows that 32 motivations are frequently used. The types of motivation strategies teachers prefer to use are teacher-student relationship, teacher behavior, effort, self-confidence, task and autonomy, while goals, groups and comparisons are the least commonly used strategies. Junior middle school English teachers have different understanding of the importance of various motivational strategies. Some teachers think that the important strategies are not used frequently. In addition, the results showed that there was no significant difference in the level of motivation and strategy awareness and the frequency of use among teachers in the three grades. Based on the above results, this paper puts forward some suggestions on the use of motivation strategies for junior middle school English teachers. I hope this research will enlighten the teaching reform and teachers' own development.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
[Abstract]:Motivation is one of the key factors to determine the success or failure of students' English learning. The phenomenon of "de-motivation" in English learning is widespread. The research on strategies to stimulate and maintain students' motivation in English learning has become a hot topic in the field of foreign language teaching in recent years. The purpose of this paper is to study the level of awareness and use of motivation strategies ("strategies used to stimulate students' learning motivation") in the classroom of junior middle school English teachers. And put forward the following three research questions: (1) what is the status quo of junior middle school English teachers' motivation strategy consciousness level? (2) what are the characteristics of junior middle school English teachers' use of motivation strategies? (3) the teachers of different grades are moving. Are there differences in the level of strategic awareness and frequency of use? If so, what's the difference? In this study, 60 junior middle school English teachers from 6 middle schools in Kunming were investigated by questionnaires and semi-structured interviews, and the data were analyzed by SPSS11.5. The results show that the level of motivation strategy consciousness is very high, 36 of the 40 motivation strategies are important or very important, and the most important motivation strategies are teacher behavior, teacher-student relationship, and so on. Self-confidence, task, effort and autonomy in these subscales. The frequency of use of teacher motivation strategies shows that 32 motivations are frequently used. The types of motivation strategies teachers prefer to use are teacher-student relationship, teacher behavior, effort, self-confidence, task and autonomy, while goals, groups and comparisons are the least commonly used strategies. Junior middle school English teachers have different understanding of the importance of various motivational strategies. Some teachers think that the important strategies are not used frequently. In addition, the results showed that there was no significant difference in the level of motivation and strategy awareness and the frequency of use among teachers in the three grades. Based on the above results, this paper puts forward some suggestions on the use of motivation strategies for junior middle school English teachers. I hope this research will enlighten the teaching reform and teachers' own development.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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