一项关于艺术类大学生英语学习动机的调查研究

论文摘要

“只要被赋予动机,任何人都能学会一门语言(Skehan 1989:49)。”而Jakobovits也曾根据一些心理语言学家的调查研究提出了影响外语学习的几个主要的学习者主体因素中,动机处于核心地位。近年来,随着理论语言学、心理语言学以及认知心理学的迅速发展,第二语言学习的研究中心由研究“如何教”转到了研究“怎么学”,更关注语言学习者本身,学习动机也成为产生个体学习差异,影响学生外语学习的重要因素之一。但目前国内对外语学习动机的研究主要集中在对英语专业或普通非英语专业学生学习动机的分类,描述以及建立相关理论模型上。本研究以相关理论和前人的研究成果为基础,试图从实证研究入手,综合定量定性两种方式,探索艺术类大学生英语学习的动机现状并提出如何改进的可行性措施。本文除引言外,共有五章。引言说明了选题的原因和目的。第二章介绍了学习动机的基本概念,分类以及相关重要理论,并对动机在第二语言学习中的重要作用和国内外的研究现状做了分析。第三章和第四章说明了研究方法,研究对象,目的以及研究结果及分析等。本文选取问卷调查和访谈的形式,对山东大学威海分校艺术学院一二年级音乐和美术两个专业的165名学生进行了调查,收集到的数据通过SPSS11.5软件进行了描述性分析,归纳出八种主要动机类型,即个人发展,内在兴趣,信息媒介,学习环境,外因要求,出国,通过考试和教师影响。通过对比分析和相关性分析,得出以下结论:(1)艺术类大学生英语学习动机尤其是内部动机和动机强度有待提高;(2)男女学生在个人发展和内在兴趣方面存在显著差异;(3)不同年级的学生在动机强度和通过考试这一动机中存在显著差异,一年级对英语学习更有兴趣,愿意付出更多努力;(4)美术专业学生在个人发展,内在兴趣,信息媒介和动机强度方面明显高于音乐专业学生。本章也对影响艺术类大学生学习动机的因素和缺乏动机的原因进行了阐述。第五章分别从教师和学生两个角度提出激发艺术类大学生英语学习动机的有益建议。第六章总结了本研究的主要发现并提出了研究的不足和局限性。总之,动机研究在外语学习与教学中的重要性显而易见。教师只有了解学生的学习动机并采取相关策略激发其内在动机,同时不断改善自身的教学方法和策略,才能有效地改善艺术类大学生英语教学效果。

论文目录

ABSTRACT

摘要

List of Figures

List of Tables

Abbreviations

Chapter One Introduction

1.1 Reasons for the Study

1.2 Purpose of the Study

1.3 Layout of the Thesis

Chapter Two Literature Review

2.1 Definition of Motivation

2.2 Classification of Motivation

2.2.1 Integrative and Instrumental Motivation

2.2.2 Intrinsic and Extrinsic Motivation

2.2.3 Deep and Surface Motivation

2.2.4 Global Motivation, Situational Motivation and Task-oriented Motivation

2.2.5 Three-level Categorization of Motivation

2.3 Some Theories of Motivation

2.3.1 Theories of Motivation in Psychology

2.3.2 Theories of Motivation in Second/Foreign Language Learning

2.3.2.1 Gardener et al's Socio-Educational Model

2.3.2.2 Dornyei's Three-Level Framework

2.3.2.3 Schumann's Neurobiological Model

2.4 Importance of Motivation in FLL

2.5 Research on Motivation in Second/Foreign Language Learning

2.5.1 Motivation Research Abroad

2.5.2 Motivation Research in China

Chapter Three Methodology

3.1 Introduction

3.2 Research Questions

3.3 Participants

3.4 Instruments

3.4.1 Questionnaire

3.4.2 Interview

3.5 Data Collection

3.6 Data Analysis

Chapter Four Results and Analyses

4.1 Motivation Types

4.2 General Situation of All Subjects' Motivation

4.3 Comparative Analysis of Motivation

4.3.1 Motivational Differences Between Males and Females

4.3.2 Motivational Differences Between Freshmen and Sophomores

4.3.3 Motivational Differences Between Music and Painting Majors

4.4 Correlation Analysis of Subjects' Motivation Types and Motivation Intensity

4.5 Influential Factors of Students' Motivation

4.5.1 Internal Factors

4.5.1.1 Learner Expectancies

4.5.1.2 Learner Attitude

4.5.1.3 Learner Achievement

4.5.1.4 Learner Interest

4.5.1.5 Self-confidence

4.5.2 External Factors

4.5.2.1 Parents' Influence

4.5.2.2 Learning Environment

4.5.2.3 Personal Development

4.5.2.4 Teaching

4.5.2.4.1 Teachers' Role

4.5.2.4.2 Teaching Materials

4.5.2.4.3 Teaching Methods

4.6 Cause Analyses on Lack of Learning Motivation

4.6.1 Ignorance of the Importance of English

4.6.2 Poor Foundation of English

4.6.3 Improper Teaching Materials

4.6.4 Inefficient Learning Strategies

4.6.5 Traditional Teaching Methods

Chapter Five Implications and Recommendations

5.1 For English Teachers

5.1.1 Inspire Students' Interest

5.1.2 Improve Teaching Method

5.1.3 Create a Pleasant Learning Environment

5.1.4 Choose Suitable Teaching Materials

5.1.5 Establish a Good Teacher-student Relationship

5.1.6 Help Art Students Select Appropriate Learning Strategies

5.1.7 Foster Students' Autonomy

5.1.8 Classify the Students by Their Achievement

5.2 For Art Students

5.2.1 Build up Self-confidence and Self-esteem

5.2.2 Set Appropriate Goals

5.2.3 Promote Motivation-enhancing Attributions

Chapter Six Conclusions

6.1 Major Findings

6.2 Limitations

Bibliography

Appendix

Acknowledgements

List of Published Papers

学位论文评阅及答辩情况表

一项关于艺术类大学生英语学习动机的调查研究

论文摘要

论文目录

相关论文文献

猜你喜欢