农村高中英语学困生内部动机成因的实证性研究

论文摘要

近些年来,出于种种原因许多人去学习英语,然而,有一大部分人都失败了,没有取得理想的目标。在学校里也能看到相同的情形,许多学生学不好英语,而且人数逐渐增多。这些学不好英语的学生被称之为学困生或者学差生。智力不再被看作影响外语学习的唯一因素。外语学习与学生的情感因素有关,这是已经被广泛证明的了。在所有情感因素中,学习动机被认为是影响外语学习的主要因素之一,同时,内部动机是核心,更能激发和维持学习者的学习。因此,笔者试着寻找影响学困生内部动机的因素,然后采取有效的办法解决他们。为了研究影响英语学困生内部动机的因素,笔者在朝阳市朝阳县柳城高中做了一项为期三个月的实验调查。实验调查采用问卷调查,教室观察法,访谈法,这些方法均参照与内部动机相关的理论和教学经验。例如,需要理论,目标驱动理论,自我效能论,归因论,中介理论。调查结果表明,农村高中英语学困生缺乏足够睡眠,缺少兴趣,信心不足,没有掌握目标定向,很少使用有效的学习策略,及英语老师对学困生的鼓励和对于英语国家文化意识的培养。基于前面的发现,笔者采取如下方法激励和维持学困生的内部动机:满足英语学困生对于英语学习的需求,帮他们设置明确的、可实现的目标,发展学生们的自信,帮助学生对于学习的成功与失败形成积极的归因,使老师与学生秉持积极的信念,加强对于学困生英语国家文化意识的培养,发展学生积极有效的学习策略。通过三个月转化学困生的实验发现,对策是有实效性和有效的,大部分的英语学困生变的对英语学习更感兴趣,更有信心,毫无疑问,英语学习内部动机增强了。因而,笔者希望这些策略对于其他农村高中的老师转变英语学困生有帮助。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 Background of the Study
• 1.2 The Significance of the Present Study
• 1.3 The Purpose of the Present Study
• Chapter 2 Literature Review
• 2.1 English Low Achievers
• 2.1.1 Definitions of English Low Achievers
• 2.1.2 The Features of English Low Achievers
• 2.2 Definitions of Intrinsic Motivation
• 2.2.1 The Content of Intrinsic Motivation
• 2.2.2 Intrinsic Motivation Functions
• 2.2.3 Research on Low Achievers’intrinsic Motivation at Home and Abroad
• 2.3 Main Theories Concerning Motivation in Second/Foreign Languag Learning
• 2.3.1 Goal Theories
• 2.3.2 Expectancy-value Theories
• 2.3.3 Need Theory
• 2.3.4 Attribution Theory
• 2.3.5 Self-efficacy Theory
• 2.3.6 Mediation Theory
• 2.3.7 Arousal
• Chapter 3 Research Design and Methodology
• 3.1 Methodology
• 3.2 Research Questions
• 3.3 Subject
• 3.4 Instruments
• 3.5 Procedure
• 3.5.1 The questionnaire
• 3.5.2 Interviews
• 3.5.3 Classroom Observation
• Chapter 4 Analysis and Discussion
• 4.1 Analysis and Discussion of the Results from the Questionnaire
• 4.1.1 Low Achievers’real Need in the Learning
• 4.1.2 The Low Perception of Valence on English Learning
• 4.1.3 Low Achievers’goal Orientation
• 4.1.4 Low Achievers’sense of Self-efficacy
• 4.1.5 Low Achievers’attribution
• 4.1.6 Teachers’Mediation in Students’Learning
• 4.1.7 Low Achievers’Culture Consciousness
• 4.1.8 Low Achievers’Learning Strategies
• 4.2 Analysis and Discussion of Results from Pretest and Posttest
• Chapter 5 Countermeasures for Enhancing Intrinsic Motivation
• 5.1 Meeting Low Achievers’basic Need for English Learning
• 5.1.1 Offering All the Students Enough Sleep to Keep Them Healthy and Energetic
• 5.1.2 Arousing Low Achievers’interests in English Learning
• 5.2 Setting Clear and Challengeable Goals
• 5.3 Developing Low Achievers’Self-confidence
• 5.4 Helping Low Achievers’develop Positive Attitudes
• 5.5 Developing Students’effective Learning Strategies
• 5.5.1 Application of Cooperation Learning
• 5.5.2 Helping Low Achievers to Form Good Habits in English Learning
• 5.6 Self-improvement of Teachers
• 5.6.1 Strengthening the Quality of Teachers
• 5.6.2 Making Teachers and Learners Hold Positive Beliefs
• 5.7 Cultivating Low Achievers’English Cultural Consciousness
• Conclusion
• Appendix I
• Appendix II
• Appendix III
• Bibliography
• Acknowledgements