教师支持对中职学生英语学习负动机影响的实证研究
发布时间：2021-10-17 04:10
动机在学习活动中有着重要的作用,动机的积极方面能够促进学习而动机的消极方面即负动机则会阻碍学习。目前有关英语学习负动机的研究中,大多是探索英语学习负动机的影响因素且许多研究已经证明教师因素对其影响较大,但少有控制其中一个影响因素的实证研究。相关研究表明,教师支持可以满足学生的基本心理需求进而可以影响学生的学习动机和学业成绩。本人首先对内蒙古丰镇市职业中等专业学校开设英语课程的137名学生进行问卷调查,发现学生存在英语学习负动机现象且教师相关的影响因素占很大比例。如何给予教师支持、有效降低学生的英语学习负动机、提高其学业成绩值得我们研究。因此基于之前的研究以及目前的现状,本文以此校高二年级两个平行班中的45名计算机专业的学生为研究对象。主要探讨以下三个研究问题:1.学生英语学习负动机强度如何?2.教师支持能否降低其英语学习负动机?3.如果负动机降低,学生英语成绩会因此提高吗?整个教学实验历时3个月,借助分层教学法和任务教学法从认知、自主、情感三个方面对实验组学生给予教师支持。研究工具主要包括问卷、测试及对实验组学生进行的两次访谈。两次前测分别来确定实验组与控制组在英语学习负动机强度与英语...
【文章来源】：内蒙古师范大学内蒙古自治区
【文章页数】：89 页
【学位级别】：硕士
【文章目录】：
中文摘要
abstract
Chapter Ⅰ Introduction
1.1 Research background
1.2 Research purpose and significance
1.3 Overall structure of the study
Chapter Ⅱ Literature Review
2.1 Definition of key terms
2.1.1 Definition of motivation
2.1.2 Definition of demotivation
2.1.3 Definition of teacher’s support
2.2 Theoretical foundations of the study
2.2.1 Three basic psychology needs
2.2.2 Dornyei’s three-level framework of motivation
2.3 Relevant researches on demotivation at home and aborad
2.3.1 Related researches on demotivation abroad
2.3.2 Related researches on demotivation at home
2.4 Relevant researches on teacher’s support at home and abroad
2.4.1 Related Researches on teacher’s support abroad
2.4.2 Related Researches on teacher’s support at Home
2.5 Comments on previous study
Chapter Ⅲ Research Methodology
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.3.1 Demotivation Questionnaire
3.3.2 Tests
3.3.3 Interviews
3.4 The Procedures of Experiment
3.4.1 Stage One:Preparation for the experiment
3.4.2 Stage Two:Implementation of the experiment
3.4.3 Stage Three:Post experiment
3.5 Data Collection and Analysis
Chapter Ⅳ Results and Discussion
4.1 Results and discussion of demotivation questionnaire
4.2 Results and discussion of the first pretest and post test
4.2.1 Comparative analysis of pretest on demotivation intensity
4.2.2 Comparative analysis of post test on demotivation intensity..
4.2.3 Results and Discussion of the t-test of the first pretest
4.2.4 Results and Discussion of the t-test of the first post test
4.3 Result and discussion of English perforcemance t-test
4.4 Results and discussion of interviews
Chapter Ⅴ Conclusion
5.1 Major Findings
5.2 Implications of the study
5.2.1 Implications for English teachers
5.2.2 Implications for learners
5.2.3 Implications for school administrators
5.3 Limitations of the study and suggestions for future study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
AppendixⅤ
Acknowledgements
本文编号：3441086
【文章来源】：内蒙古师范大学内蒙古自治区
【文章页数】：89 页
【学位级别】：硕士
【文章目录】：
中文摘要
abstract
Chapter Ⅰ Introduction
1.1 Research background
1.2 Research purpose and significance
1.3 Overall structure of the study
Chapter Ⅱ Literature Review
2.1 Definition of key terms
2.1.1 Definition of motivation
2.1.2 Definition of demotivation
2.1.3 Definition of teacher’s support
2.2 Theoretical foundations of the study
2.2.1 Three basic psychology needs
2.2.2 Dornyei’s three-level framework of motivation
2.3 Relevant researches on demotivation at home and aborad
2.3.1 Related researches on demotivation abroad
2.3.2 Related researches on demotivation at home
2.4 Relevant researches on teacher’s support at home and abroad
2.4.1 Related Researches on teacher’s support abroad
2.4.2 Related Researches on teacher’s support at Home
2.5 Comments on previous study
Chapter Ⅲ Research Methodology
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.3.1 Demotivation Questionnaire
3.3.2 Tests
3.3.3 Interviews
3.4 The Procedures of Experiment
3.4.1 Stage One:Preparation for the experiment
3.4.2 Stage Two:Implementation of the experiment
3.4.3 Stage Three:Post experiment
3.5 Data Collection and Analysis
Chapter Ⅳ Results and Discussion
4.1 Results and discussion of demotivation questionnaire
4.2 Results and discussion of the first pretest and post test
4.2.1 Comparative analysis of pretest on demotivation intensity
4.2.2 Comparative analysis of post test on demotivation intensity..
4.2.3 Results and Discussion of the t-test of the first pretest
4.2.4 Results and Discussion of the t-test of the first post test
4.3 Result and discussion of English perforcemance t-test
4.4 Results and discussion of interviews
Chapter Ⅴ Conclusion
5.1 Major Findings
5.2 Implications of the study
5.2.1 Implications for English teachers
5.2.2 Implications for learners
5.2.3 Implications for school administrators
5.3 Limitations of the study and suggestions for future study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
AppendixⅤ
Acknowledgements
本文编号：3441086
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