中职生英语学习动机减退因素研究

发布时间：2018-01-12 15:15

本文关键词：中职生英语学习动机减退因素研究　出处：《扬州大学》2016年硕士论文　论文类型：学位论文

【摘要】：动机减退是指由某些内部或外部因素引起的,目标语学习者原有语言学习动机的下降。鉴于动机是影响二语学习的关键性因素之一,对学习者的动机减退因素进行探究具有非常重大的意义。然而现有文献表明,大部分学者主要致力于正面的动机激发研究,对动机减退的关注较少。另外,现有的动机减退研究大都以大学生和高中生为对象,针对中职生展开的探究很少。鉴于此,本研究以中职生为对象,以削弱中职生英语学习动机的因素以及高低水平学习者在这些因素方面的差异为内容展开研究,旨在帮助教师全面了解学生的动机减退因素,给中职英语教学带来一定启示和帮助。具体研究围绕下面三个问题进行：1)影响中职生英语学习动机减退的因素有哪些?2)高水平和低水平学生在哪些动机减退因素方面存在差异?3)哪些原因导致了高低水平学生在这些动机减退因素方面的差异?研究采用定量和定性相结合的方法。以50名学生进入中职后英语学习动机减退的回溯性作文为基础,参考李池利(2014)的量表,作者编制了本次定量研究的调查问卷。研究对象为扬州某中专5个班的164名学生。共发放问卷164份,回收有效问卷124份。定性研究采用访谈的方法,从参与问卷调查的学生中抽取6名具有英语学习动机减退经历的学生作为访谈对象,其中高水平者3名,低水平者3名。通过数据分析和访谈,本研究发现：1)影响中职生英语学习动机减退的因素共有11个。其中,外部因素有7个,不完备的教学设施的影响最大,其他依次为：教材、不愉快的学习经历、教学方法、教室环境、同伴影响和教师。内部因素有4个,职业倾向的影响最大,其他依次为：有效学习策略的缺乏、英语学能和内部动机的缺乏。2)高水平者和低水平者在5个动机减退因素方面存在显著性差异。就外部因素而言,高水平者更容易受到教师和教室环境的影响。就内部因素而言,低水平者更容易受到有效学习策略的缺乏、英语学能和内部动机的缺乏的影响。3)就外部因素而言,因为高水平者对教师和环境的要求和期望值较高,所以更容易受到这两个因素的影响；而低水平者的英语学习基础较差,对学习策略的意识和使用程度低,内部学习动机也较低,所以更容易受另外三个内部因素的影响。本研究结果对于中职英语如何教与如何学具有一定的启示：首先,管理者应意识到动机减退在中职生英语学习中是普遍存在的一个现象,并采取相应措施来应对。鉴于不完备的教学设施是削弱中职生英语学习动机的首要外部因素,管理者应给学校配备现代化的教学设备,并鼓励教师在课堂上尽可能地多使用这些设备,使枯燥的课堂生动化。其次,教师应该意识到,高水平学生自身是比较热爱英语学习的,他们的学习动机主要受到外部因素的影响,即教师和教室环境。因此,教师应不断提高自身专业素质和教学水平,同时要提供一个相对安静舒适的教室环境,这将有利于高水平学生的学习。对于低水平学生而言,鉴于内部因素是削弱他们英语学习动机的主因,教师平时应注重其英语学习策略的获得和训练,以及内部学习动机的激发。再次,教师应让所有学生意识到英语在职场的重要性,帮助其树立正确的英语学习观。最后,鉴于教材也是影响学生学习动机减退的重要因素,教材编写者应注重中职英语教材的编写,选用的语言材料要注重实用性,贴近学生生活和未来职业,能激发学习兴趣。在教材设计方面,则应多设置生活和职业活动场景,增添一些有意义的交际活动。
[Abstract]:Demotivation is caused by some internal or external factors, the original motivation for language learning learning the target language. In view of motivation is a key factor affecting the two language learning, the learner factors research is of great significance. However, the literature shows that most scholars focused on excited in a positive motivation, less on demotivation attention. In addition, the research mostly college students and high school students as the object of loss existing in vocational students motivation, little research carried out. In view of this, the study on vocational students as the object, in order to weaken the factors of secondary vocational school students English learning motivation and low level learners in these factors the differences of research contents, aims to help teachers understand students' demotivation factors to English Teaching in vocational schools to bring some inspiration and help with the research. The focus on the following three issues: 1) effects of secondary vocational school students English learning demotivation factors have? 2) high level and low level students in what factors differences? 3) what causes the differences between high and low level students decline factor in these motivations? Research methods of quantitative and qualitative according to the English learning demotivation. A retrospective essay based 50 students entering secondary vocational schools, according to Li Chili (2014) of the scale, the author compiled the questionnaire of this study quantitatively. 164 students of Yangzhou as the research object in a special class of 5. A total of 164 questionnaires, effective recovery 124 copies of the questionnaire. By qualitative interview method, extraction from participate in the survey of 6 students with English learning demotivation experience students as interview object, the high level of 3, low level through 3. The data analysis and interviews, this study found that: 1) the English learning demotivation factors there are a total of 11 vocational students affected. Among them, there are 7 external factors that influence the most complete teaching facilities, teaching materials, the other is as follows: the unpleasant learning experience, teaching methods, classroom environment, teacher and peer influence there are 4 internal factors influence occupation tendency, the other is as follows: the lack of effective learning strategies, English learning ability and internal motivation is the lack of.2) high level and low level in 5 factors are significantly different. The external factors, the high level is more susceptible to the teacher and the classroom environment. The internal factors, the low level is more vulnerable to the lack of effective learning strategies, English learning can influence the lack of internal motivation and external factors,.3) because of the high level of teachers and the environment. For higher expectations, so more vulnerable to the impact of these two factors; and the low level of English learning based on poor learning awareness and use of low degree of strategy, internal learning motivation is low, so more easily affected by the other three internal factors. The results of this study in Vocational English teaching how to learn and have certain enlightenment: first, managers should be aware of demotivation is a common phenomenon in English learning of vocational students, and take appropriate measures to deal with. In view of the incomplete teaching facilities is the most important external factors weaken English learning motivation of vocational students, managers should give the school with modernization the teaching facilities, and encourage teachers in the classroom as much as possible the use of these devices, make the class lively and boring. Secondly, teachers should be aware of the high level student itself is crazy about learning English And their motivation is mainly affected by external factors, namely, teacher and classroom environment. Therefore, teachers should constantly improve their professional quality and teaching level, and to provide a relatively quiet and comfortable classroom environment, which will be conducive to the high level of student learning. For the low level of students, in view of the internal factors is the main reason to weaken their English learning motivation, teachers usually should pay attention to strategy and training their English learning, and stimulate internal motivation. Thirdly, teachers should make students aware of all English in the workplace, help them establish correct English learning concept. Finally, in view of the important factors influencing students' learning materials are also demotivation, the textbook should be written focus on Vocational English teaching, the language materials should focus on practicality, close to students' life and future occupation, can stimulate the learning interest Interest. In the design of teaching materials, we should set up more life and professional activities and add some meaningful communication activities.

【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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