職業(yè)高中計算機專業(yè)學生英語學習動機實證研究
發(fā)布時間：2018-11-15 16:44
【摘要】：職業(yè)高中學生相對來說文化基礎比較差，就我校而言，，計算機專業(yè)的學生英語基礎比較薄弱。鑒于此，本文以筆者所在學校三個班級計算機專業(yè)的150多名學生為研究對象，主要采用定性和定量相結(jié)合的方法，調(diào)查職業(yè)高中計算機專業(yè)學生英語學習動機的狀況，揭示其動機的類型、不同英語學業(yè)水平的學生在動機上的差異以及產(chǎn)生不同動機的影響因素或原因等。調(diào)查步驟主要是發(fā)放問卷調(diào)查，數(shù)據(jù)收集和數(shù)據(jù)分析。研究表明：職業(yè)高中計算機專業(yè)學生英語學習動機主要有“個人發(fā)展”、“內(nèi)在興趣+外在壓力”、“學習情境”、“信息媒介”和“出國”五類，主次程度按上述順序所列。 在學習情境動機中，最影響學生英語學習積極性的是英語學習氣氛，除此之外，教師行為也對學生英語學習產(chǎn)生了重要作用。對于計算機專業(yè)的學生而言，想更好地學習計算機專業(yè)是他們英語學習的一大動力，因為計算機專業(yè)很多課程、教材、教學活動等都要用到英語，如專業(yè)術(shù)語名稱、程序軟件的編寫等。在學習態(tài)度方面，學習成績好的同學動機強，學習態(tài)度認真，學習成績不好的沒有積極地參與課堂活動，更加缺乏課后利用機會學習英語的意識，這表明學習態(tài)度對學生英語學習的重要性。在語言焦慮方面，語言焦慮最嚴重的是學習成績一般的學生。在自我效能方面，成績不好的學生對英語學習喪失了自信心，很多學生目前英語學習的狀態(tài)是“基本放棄英語學習”。在結(jié)果歸因方面，學習成績好的同學，歸因是“努力、教師和效能”三方面，而成績不好的同學歸因是“信心、能力和努力”。所以學習成績差的學生沒有成就感，渴望得到老師和父母的鼓勵和表揚。除此之外，本文提出了一些激發(fā)和培養(yǎng)職業(yè)高中計算機專業(yè)學生英語學習動機的方法。
[Abstract]:The students of vocational high school are relatively poor in their cultural foundation, and the students majoring in computer science are relatively weak in English as far as our school is concerned. In view of this, this paper takes more than 150 students of computer major in three classes of my school as the research object, mainly adopts the qualitative and quantitative method to investigate the English learning motivation of vocational high school computer major students. It reveals the types of motivation, the differences in motivation among students with different English academic levels, and the factors or reasons that influence the motivation. The main steps of the investigation are the distribution of questionnaires, data collection and data analysis. The results show that the English learning motivation of computer major students in vocational high school mainly includes "personal development", "internal interest and external pressure", "learning situation", "information medium" and "going abroad". Among the motivation of learning situation, English learning atmosphere is the most important influence on students' English learning enthusiasm. Besides, teachers' behavior also plays an important role in English learning. For students majoring in computer science, it is a great motivation for them to study computer major better, because many courses, teaching materials, teaching activities and so on in computer major are used in English, such as the name of professional terminology. The preparation of program software, etc. In terms of learning attitude, students with good grades have strong motivation, serious attitude towards learning, and those with poor academic performance do not actively participate in classroom activities, and lack the awareness of taking advantage of the opportunity to learn English after class. This shows the importance of learning attitude to students' English learning. In terms of language anxiety, language anxiety is most serious among students with average academic achievement. In the aspect of self-efficacy, students with poor achievement lose their confidence in English learning, and many students' present state of English learning is "basically giving up English learning". In the aspect of result attribution, the students with good academic achievement are attributed to "effort, teacher and efficiency", while those with poor achievement are attributed to "confidence, ability and effort". Therefore, students with poor academic performance have no sense of achievement and are eager to be encouraged and praised by their teachers and parents. In addition, this paper puts forward some methods to stimulate and cultivate the English learning motivation of computer majors in vocational high schools.
【學位授予單位】：寧波大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：TP3-4;H319.3
本文編號：2333851
[Abstract]:The students of vocational high school are relatively poor in their cultural foundation, and the students majoring in computer science are relatively weak in English as far as our school is concerned. In view of this, this paper takes more than 150 students of computer major in three classes of my school as the research object, mainly adopts the qualitative and quantitative method to investigate the English learning motivation of vocational high school computer major students. It reveals the types of motivation, the differences in motivation among students with different English academic levels, and the factors or reasons that influence the motivation. The main steps of the investigation are the distribution of questionnaires, data collection and data analysis. The results show that the English learning motivation of computer major students in vocational high school mainly includes "personal development", "internal interest and external pressure", "learning situation", "information medium" and "going abroad". Among the motivation of learning situation, English learning atmosphere is the most important influence on students' English learning enthusiasm. Besides, teachers' behavior also plays an important role in English learning. For students majoring in computer science, it is a great motivation for them to study computer major better, because many courses, teaching materials, teaching activities and so on in computer major are used in English, such as the name of professional terminology. The preparation of program software, etc. In terms of learning attitude, students with good grades have strong motivation, serious attitude towards learning, and those with poor academic performance do not actively participate in classroom activities, and lack the awareness of taking advantage of the opportunity to learn English after class. This shows the importance of learning attitude to students' English learning. In terms of language anxiety, language anxiety is most serious among students with average academic achievement. In the aspect of self-efficacy, students with poor achievement lose their confidence in English learning, and many students' present state of English learning is "basically giving up English learning". In the aspect of result attribution, the students with good academic achievement are attributed to "effort, teacher and efficiency", while those with poor achievement are attributed to "confidence, ability and effort". Therefore, students with poor academic performance have no sense of achievement and are eager to be encouraged and praised by their teachers and parents. In addition, this paper puts forward some methods to stimulate and cultivate the English learning motivation of computer majors in vocational high schools.
【學位授予單位】：寧波大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：TP3-4;H319.3
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