音乐专业学生学习动机、自我认同和学业成绩的关系研究

发布时间：2017-11-01 10:27

本文关键词：音乐专业学生学习动机、自我认同和学业成绩的关系研究

【摘要】：本文旨在通过调查音乐专业学生的学习动机、自我认同和学业成绩之间关系,并且调查通过一个学期的英语学习音乐专业学生的学习动机和自我认同会不会发生改变,以及不同性别和高分组低分组学生在学习动机与自我认同方面的差异,希望能为音乐专业的英语老师提供一些提高学生学习动机和构建自我认同的教学启示。定量研究的样本是100名来自于武汉某所音乐院校的大一学生。调查的工具是问卷,分别采用是Biggs的学习动机问卷和高一虹的自我认同的问卷。问卷的33题涵盖了学习者英语学习动机和自我认同等两个方面的内容。数据分析是用SPSS13.0软件进行分析。研究表明： 1)男女生以及高分组低分组对学习动机类型和自我认同有一定的影响。 2)通过相关分析得出自我认同与学业成绩呈负相关,与学习动机呈正相关；而学业成绩和学习动机则呈正相关。 3)通过一个学期的英语学习,受试者的学习动机和自我认同在一定程度上发生了变化。表层动机、自信心都在一定程度上发生了变化。本研究为今后的音乐生的英语教学和学习提供了一些建议。希望本研究对音乐生的英语教育及学习有所益处。
【关键词】：音乐生 英语学习动机 自我认同 学业成绩
【学位授予单位】：湖北大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G444;J60-4
【目录】：

ABSTRACT5-6
摘要6-10
Chapter One Introduction10-13
1.1 Background10-12
1.2 Purpose12
1.3 Overview12-13
Chapter Two Literature Review13-36
2.1 Motivation13-23
2.1.1 Definition of Motivation13-14
2.1.2 Classifications of Motivation14-21
2.1.2.1 Integrative and Instrumental Motivation14-17
2.1.2.2 Intrinsic and Extrinsic Motivation17-19
2.1.2.3 Deep and Surface Motivation19-20
2.1.2.4 Global Motivation, Situational Motivation & Task-oriented Motivation20
2.1.2.5 Gao Yihong's Classifications of Motivation20-21
2.1.3 An Overview of Motivation Studies in L2 Learning21-23
2.1.3.1 Motivation Studies at Abroad21-22
2.1.3.2 Motivation Studies at Home22-23
2.2 Self-identity23-34
2.2.1 Theoretical Traditions of Self-identity23-24
2.2.2 Characteristics of Self-identity24-25
2.2.3 Self-identity and L2 Learning25-34
2.2.3.1 Relationship between Self-identity and L2 Learning25-27
2.2.3.1.1 Self-identity and Language25-26
2.2.3.1.2 Self-identity and L2 Learning26-27
2.2.3.2 Models of Self-identity and L2 Learning27-32
2.2.3.2.1 Lambert's the Social Psychological Model27-29
2.2.3.2.2 The Acculturation Model29
2.2.3.2.3 The Social-educational Model29-31
2.2.3.2.4 The 1+1>2 Model31-32
2.2.3.3 Studies on Self-identity32-34
2.3 Conclusion34-36
Chapter Three Research Methodology36-39
3.1 Research Questions36
3.2 Participants36-37
3.3 Instruments37
3.4 Data Collection and Analysis37-39
Chapter Four Results and Discussion39-56
4.1 Motivation Types39-45
4.1.1 General Results of Motivation Types39-42
4.1.1.1 Descriptive Analysis of Motivation39-40
4.1.1.2 Percentage of Choices on Deep Motivation40-41
4.1.1.3 Percentage of Choices on Surface Motivation41
4.1.1.4 Percentage of Choices on Achievement Motivation41-42
4.1.2 Group Differences in Types of Motivation42-45
4.1.2.1 Genders and Motivation Types42-44
4.1.2.2 Motivational Differences between High Score Group and Low Score Group44-45
4.2 Self-identity45-52
4.2.1 General Results of Self-identity46-50
4.2.1.1 Descriptive Analysis of Self-identity46-47
4.2.1.2 Self-confidence Change47
4.2.1.3 Productive Change47-48
4.2.1.4 Additive Change48-49
4.2.1.5 Cultural Conflicts49-50
4.2.2 Group Difference on Self-identity50-52
4.2.2.1 Genders and Self-identity50-51
4.2.2.2 The Differences of Self-identity between High Score Group and Low Score Group51-52
4.3 The Relationship among Learning Motivation, Self-identity and LearningAchievement52-53
4.4 The Results of Paired-Sample T-Test53-56
4.4.1 General Results of Paired-Sample T-Test53-54
4.4.2 Paired-Sample T-Test of Motivation Types and Self-identity54-56
Chapter Five Conclusion and Implication56-59
5.1 Major Findings and Explanations56-57
5.2 Pedagogical Implications57-58
5.3 Limitations58-59
Bibliography59-63
Appendix Ⅰ63-65
攻读学位期间取得的研究成果65-66
Acknowledgements66