本文選題：英語學(xué)習(xí)動機(jī)　切入點：外部因素(學(xué)校　出處：《貴州師范大學(xué)》2015年碩士論文

【摘要】：學(xué)習(xí)動機(jī)在促進(jìn)學(xué)生學(xué)習(xí)中其重要作用,它也是激發(fā)興趣學(xué)習(xí)興趣以及提高學(xué)習(xí)成績的基礎(chǔ)。許多初中生的英語學(xué)習(xí)動機(jī)不強(qiáng),尤其是在一些農(nóng)村或者城郊結(jié)合部的學(xué)校,這使得學(xué)生學(xué)習(xí)效果無法達(dá)到英語課程標(biāo)準(zhǔn)的要求。有許多因素導(dǎo)致這個問題的出現(xiàn),包括內(nèi)部因素和外部因素。由于之前有眾多研究著重研究其內(nèi)部因素,這使得從外部因素角度提高英語學(xué)習(xí)動機(jī)是值得研究的。本研究以Williams和Burden社會建構(gòu)模式為指導(dǎo),通過調(diào)查學(xué)生們的英語學(xué)習(xí)動機(jī)特點以及研究其學(xué)習(xí)動機(jī)與外部因素的相關(guān)性,探究影響該農(nóng)村學(xué)校學(xué)生學(xué)習(xí)動機(jī)的外部因素,從而改善該校少數(shù)民族學(xué)生英語學(xué)習(xí)情況。借助調(diào)查問卷,訪談以及課堂觀察工具,本研究具體討論并解決以下問題:(1)從四個維度來看,該校不同年級學(xué)生的英語學(xué)習(xí)動機(jī)情況怎樣(興趣和信念,成就動機(jī)自我效能以及考試焦慮)?a)學(xué)生的學(xué)習(xí)動機(jī)在這四維度有何差異?b)學(xué)生英語學(xué)習(xí)動機(jī)在性別上是否有差異?如果有,差異是什么?C)每個年級學(xué)學(xué)的學(xué)習(xí)動機(jī)是否有差異?如果有,差異是什么?(2)這三個年級學(xué)生的英語學(xué)習(xí)動機(jī)與外部因素有何種相關(guān)性?每個因素是否存在顯著差異?這三個年級的相關(guān)性是否有差異?(3)外部因素對學(xué)習(xí)動機(jī)產(chǎn)生的影響在走讀生和住校生之間是否存在差異?(4)學(xué)生的英語學(xué)習(xí)動機(jī)與學(xué)習(xí)成績的相關(guān)性如何?本研究采用定量以及定性研究相結(jié)合,數(shù)據(jù)通過問卷,訪談記錄以及課堂觀察筆記獲得。采用SPSS20.0進(jìn)行信度檢驗,描述性統(tǒng)計分析,獨立樣本T檢驗,單因素方差分析,肯德爾T相關(guān)分析以及斯皮爾曼相關(guān)分析,主要發(fā)現(xiàn)如下:(1)學(xué)生的英語學(xué)習(xí)動機(jī)情況不太樂觀。簡單地說,該校學(xué)生不會主動學(xué)習(xí)英語。?學(xué)生學(xué)習(xí)動機(jī)在學(xué)習(xí)興趣與信念,成就動機(jī)以及考試焦慮這三個維度有很大差異,而自我效能維度沒有差異。?該校學(xué)生學(xué)習(xí)動機(jī)在性別沒有太大差異。?就各年級學(xué)生的英語學(xué)習(xí)動機(jī)來講,初一學(xué)生的動機(jī)最強(qiáng),初三其次,初二最弱。(2)學(xué)生英語學(xué)習(xí)動機(jī)與外部因素呈顯著正相關(guān),這說明外部因素影響著他們的學(xué)習(xí)動機(jī)。?各因素的對比顯示,三個年級的情況基本相似,都是學(xué)校影響大于家庭影響以及同伴影響。?各年級之間的對比顯示,每個年級的所受外部因素影響不同。(3)住校生的學(xué)習(xí)動機(jī)受外部因素影響大于走讀生。(4)學(xué)生英語學(xué)習(xí)動機(jī)與學(xué)習(xí)成績呈顯著正相關(guān),這說明學(xué)習(xí)動機(jī)越強(qiáng),學(xué)習(xí)成績越好。最后,作者提出了該研究給予英語教學(xué)的啟示,以及對今后相關(guān)研究的建議等。
[Abstract]:Learning motivation plays an important role in promoting students' learning. It is also the basis for stimulating interest in learning and improving academic achievement. Many junior high school students' English learning motivation is not strong, especially in some rural or suburban schools. As a result, there are many factors that lead to this problem, including internal and external factors. Under the guidance of the social construction model of Williams and Burden, this study investigates the characteristics of students' English learning motivation and the correlation between their motivation and external factors. This paper explores the external factors that affect the students' learning motivation in the rural school, so as to improve the English learning situation of minority students in the school. With the help of questionnaires, interviews and classroom observation tools, This study specifically discusses and solves the following question: 1) from four dimensions, what are the students' English learning motivation (interest and belief, achievement motivation self-efficacy and test anxiety)? (a) what are the differences of students' learning motivation in these four dimensions? B) is there a gender difference in students' English learning motivation? If so, what is the difference? C) is there a difference in the motivation for learning in each grade? If so, what is the difference? (2) what is the correlation between the motivation of English learning and external factors? Is there a significant difference in each factor? Are there any differences in the relevance of these three grades? (3) are there any differences in the influence of external factors on learning motivation between walk-in students and residential students? What is the correlation between students' English learning motivation and their academic achievement? The data were obtained by questionnaire, interview records and classroom observation notes. The reliability test, descriptive statistical analysis, independent sample T test, single factor ANOVA were used to test the reliability, descriptive statistical analysis, independent sample T test and single factor analysis of variance. Kendall T correlation analysis and Spelman correlation analysis, the main findings are as follows: 1) students' English learning motivation is not very optimistic. Students' learning motivation has great differences in three dimensions: learning interest and belief, achievement motivation and test anxiety, but there is no difference in self-efficacy dimension. There is no significant gender difference in the students' learning motivation. In terms of the English learning motivation of the students of different grades, the motivation of the first grade students is the strongest, the third grade is the second, the second is the weakest. 2) there is a significant positive correlation between the students' English learning motivation and the external factors, which indicates that the external factors affect their learning motivation. The comparison of factors shows that the situation of the three grades is basically similar, the school influence is greater than that of the family and peer influence. The comparison between different grades shows that the students' learning motivation is more influenced by the external factors than the walk-in students. 4) there is a significant positive correlation between the students' English learning motivation and their academic achievement. This shows that the stronger the motivation, the better the academic achievement. Finally, the author puts forward the implications of the study for English teaching, as well as some suggestions for future research.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 張文鳳;;學(xué)生英語學(xué)習(xí)動機(jī)與教師的中介作用管窺[J];安徽理工大學(xué)學(xué)報(社會科學(xué)版);2008年02期

2 劉志軍;白學(xué)軍;李炳煌;;中學(xué)生學(xué)習(xí)動機(jī)問卷的初步編制[J];基礎(chǔ)教育;2010年06期

，

本文編號：1667782