本文選題：二語動機(jī)自我系統(tǒng) + 現(xiàn)狀��； 參考：《河北師范大學(xué)》2017年碩士論文

【摘要】：目前,二語動機(jī)自我系統(tǒng)理論(L2MSS)是二語習(xí)得領(lǐng)域中動機(jī)理論的比較新的成果。它是由Zoltán D?rnyei于2005年提出建立的。二語動機(jī)自我系統(tǒng)理論主要有三個組成部分,即理想二語自我,應(yīng)該二語自我和二語學(xué)習(xí)經(jīng)驗(yàn)。該理論的基本假設(shè)是:如果熟練使用目標(biāo)語是學(xué)習(xí)者理想(或應(yīng)該)自我組成部分,那么他就會具有強(qiáng)烈的學(xué)習(xí)目標(biāo)與動機(jī),因?yàn)閷W(xué)習(xí)者有消除當(dāng)前自我和未來可能自我間差距的心理愿望。作為一項(xiàng)新理論,二語動機(jī)自我系統(tǒng)理論已受到國內(nèi)外學(xué)者廣泛關(guān)注。國外學(xué)者已經(jīng)做了一些詳細(xì)的研究。然而國內(nèi)仍需要做大量研究,尤其是實(shí)證性研究�；谠撌聦�(shí),本研究旨在了解英語專業(yè)大學(xué)生二語動機(jī)自我系統(tǒng)的整體現(xiàn)狀,學(xué)習(xí)者二語動機(jī)自我系統(tǒng)之間的差異,以及與這些差異可能相關(guān)的因素。本文通過運(yùn)用問卷和半結(jié)構(gòu)訪談的方法,對224名英語專業(yè)大學(xué)生的二語動機(jī)自我系統(tǒng)現(xiàn)狀進(jìn)行了研究。由問卷和半結(jié)構(gòu)訪談所收集到的數(shù)據(jù)使用社會科學(xué)統(tǒng)計(jì)軟件包(SPSS17.0)進(jìn)行分析。本文首先運(yùn)用描述性統(tǒng)計(jì)對受試者二語動機(jī)自我系統(tǒng)三個部分的現(xiàn)狀分布進(jìn)行分析。其次,運(yùn)用獨(dú)立樣本T檢驗(yàn)檢測不同二語水平群組(高分組和低分組)的三個組成部分之間是否存在差異。最后,進(jìn)行相關(guān)和回歸分析,檢測造成差異的潛在影響因素。研究結(jié)果表明:1)英語專業(yè)大學(xué)生的二語動機(jī)自我系統(tǒng)總體呈現(xiàn)正性。就它的三個維度來看,理想二語自我與二語學(xué)習(xí)經(jīng)驗(yàn)程度較高,而應(yīng)該二語自我則處于中等水平。2)在高分組和低分組之間,學(xué)生的理想二語自我與應(yīng)該二語自我存在著顯著差異,而二語學(xué)習(xí)經(jīng)驗(yàn)則不存在顯著差異。3)就造成這些不同的預(yù)測因素來看,英語專業(yè)大學(xué)生的理想二語自我深受融入性動機(jī)、工具提升型動機(jī)和國際姿態(tài)的影響。國際姿態(tài)和家庭因素可正向預(yù)測學(xué)生的應(yīng)該二語自我,而環(huán)境則會產(chǎn)生負(fù)面的預(yù)測作用。學(xué)生的自信可以積極影響二語學(xué)習(xí)經(jīng)驗(yàn),而英語學(xué)習(xí)焦慮則會產(chǎn)生消極作用�；谘芯拷Y(jié)果,筆者為提高學(xué)生二語動機(jī)自我系統(tǒng)提出一些建議。研究者認(rèn)為學(xué)校和政府應(yīng)當(dāng)為學(xué)生提供更多機(jī)會,以此提升他們想要成為熟練二語說話者的動機(jī)。教師和家長也應(yīng)起到模范作用,提高對英語的重視程度,為學(xué)生創(chuàng)造良好學(xué)習(xí)環(huán)境,讓學(xué)生意識到英語的重要性。
[Abstract]:At present, L2MSS) is a relatively new achievement of motivation theory in the field of second language acquisition. It was established by Zolt 謾 n D?rnyei in 2005. Second language motivation self-system theory has three main components: ideal second language self, second language self and second language learning experience. The basic assumption of the theory is that if proficiency in using the target language is an ideal (or should) part of the learner's self, he will have a strong learning goal and motivation. Because the learner has the psychological desire to eliminate the gap between the present self and the possible self in the future. As a new theory, L2 motivation self-system theory has been widely concerned by scholars at home and abroad. Foreign scholars have done some detailed research. However, there is still a lot of research to be done in China, especially empirical research. Based on this fact, this study aims to understand the overall situation of L2 motivation self-system in English majors, the differences between L2 motivation self-systems and the possible factors related to these differences. By using questionnaires and semi-structured interviews, the present situation of L2 motivation self-system in 224 English majors is studied in this paper. The data collected from questionnaires and semi-structured interviews were analyzed by SPSS 17.0. In this paper, descriptive statistics are used to analyze the distribution of the three parts of self-system of second language motivation (L2). Secondly, independent sample T test was used to detect whether there were differences among the three components of different L2 level groups (high score group and low group). Finally, correlation and regression analysis were carried out to detect the potential factors affecting the difference. The results show that the second language motivation self-system of English majors is positive in general. In terms of its three dimensions, the ideal L2 self and L2 learning experience are higher, while the second language self is at the middle level. 2) between the high score group and the low group. There are significant differences between ideal L2 self and ought L2 self, but there is no significant difference in L2 learning experience. 3) from the perspective of these different predictive factors, the ideal L2 self of English majors is deeply involved in the motivation of inclusion. Tool lift motivation and the influence of international posture. International attitude and family factors can positively predict students' second language self, while environment can produce negative predictive effect. Students' self-confidence can positively affect second language learning experience, while English learning anxiety can have a negative effect. Based on the results of the study, the author puts forward some suggestions for improving students' second language motivation self-system. The researchers say schools and governments should give students more opportunities to boost their motivation to become proficient second language speakers. Teachers and parents should also play an exemplary role in enhancing the importance of English, creating a good learning environment for students and making students aware of the importance of English.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319

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