本文選題：學(xué)習(xí)者態(tài)度 + 學(xué)習(xí)動機(jī)�。� 參考：《新疆師范大學(xué)》2013年碩士論文

【摘要】：近年來，關(guān)于態(tài)度、動機(jī)和焦慮的研究在二語習(xí)得研究領(lǐng)域受到廣泛關(guān)注，逐步成為學(xué)者們研究的重要課題之一。態(tài)度、動機(jī)和焦慮作為情感因素的變量，在二語習(xí)得過程中尤為重要。Gardner和Lambert等學(xué)者經(jīng)研究得出，態(tài)度、動機(jī)和焦慮與外語學(xué)習(xí)成績密切相關(guān)�；谏鐣逃Ｊ侥Ｐ停瑢W(xué)習(xí)態(tài)度、動機(jī)和焦慮具有相關(guān)性，，并且越來越多的研究傾向于探討它們對語言學(xué)習(xí)者學(xué)習(xí)效果的影響。這充分說明研究學(xué)習(xí)態(tài)度、動機(jī)和焦慮與成績關(guān)系的重要性。 現(xiàn)階段國內(nèi)關(guān)于態(tài)度和動機(jī)的研究主要集中在研究動機(jī)的類型、內(nèi)部結(jié)構(gòu)、動機(jī)和成績之間的關(guān)系，而把動機(jī),態(tài)度和焦慮看做整體的研究還很少；而且對少數(shù)民族學(xué)生學(xué)習(xí)俄語的態(tài)度、動機(jī)、焦慮的研究較少。在新疆俄語教學(xué)是當(dāng)?shù)赝庹Z教學(xué)的重要組成部分，新疆的少數(shù)民族大學(xué)生學(xué)習(xí)俄語顯得及其重要。本研究以新疆師范大學(xué)和喀什師范學(xué)院俄語專業(yè)少數(shù)民族大學(xué)生為研究對象，通過問卷調(diào)查和訪談的方法，調(diào)查了156名少數(shù)民族大學(xué)生學(xué)習(xí)俄語的態(tài)度、動機(jī)、焦慮的基本情況，探討了影響少數(shù)民族大學(xué)生俄語成績的因素，促進(jìn)少數(shù)民族俄語專業(yè)學(xué)生的學(xué)習(xí)態(tài)度和動機(jī)，以達(dá)到提高少數(shù)民族大學(xué)生的俄語水平。 本研究態(tài)度與動機(jī)和焦慮度的調(diào)查問卷采用Gardner (2004)的態(tài)度動機(jī)量表(AMTB)EFL版本,問卷均已根據(jù)調(diào)查實(shí)際情況進(jìn)行修改。全部調(diào)查數(shù)據(jù)運(yùn)用“社會科學(xué)設(shè)計(jì)配套軟件”（SPSS17.0）進(jìn)行統(tǒng)計(jì)。主要研究結(jié)果如下： 第一，少數(shù)民族俄語專業(yè)大學(xué)生學(xué)習(xí)俄語的態(tài)度積極，而且都有明確的學(xué)習(xí)動機(jī)，屬于工具型的人數(shù)較多，他們對語言學(xué)習(xí)環(huán)境、俄語、還有說俄語的外國人都很肯定。 第二，對俄語學(xué)習(xí)的態(tài)度、學(xué)習(xí)動機(jī)、語言焦慮都和俄語學(xué)習(xí)成績呈顯著相關(guān)。學(xué)習(xí)動機(jī)對學(xué)習(xí)成績的預(yù)測力最強(qiáng)。語言焦慮與學(xué)習(xí)成績呈負(fù)相關(guān); 第三，高分組與低分組之間在對俄語學(xué)習(xí)的態(tài)度、動機(jī)以及語言焦慮方面存在顯著差異；高分組和低分組之間在工具型動機(jī)取向上沒有顯著差異,但高分組的工具型動機(jī)取向高于低分組。 總而言之，本研究初步總結(jié)了俄語專業(yè)少數(shù)民族學(xué)生態(tài)度、動機(jī)和焦慮的現(xiàn)狀和特點(diǎn)以及三者與俄語成績之間的關(guān)系，為新疆地區(qū)的俄語教學(xué)提供了一些啟示。
[Abstract]:In recent years, the study of attitude, motivation and anxiety has attracted wide attention in the field of second language acquisition (SLA), and has gradually become one of the most important topics of scholars. Attitude, motivation and anxiety are variables of affective factors, especially in the process of second language acquisition. Gardner and Lambert and other scholars have found that attitude, motivation and anxiety are closely related to foreign language learning achievement. Based on social-educational model, learning attitude, motivation and anxiety are correlated, and more researches tend to explore their effects on language learners. This fully demonstrates the importance of studying the relationship between learning attitude, motivation and anxiety and achievement. At present, the research on attitude and motivation is mainly focused on the types of motivation, internal structure, the relationship between motivation and achievement, but there is little research on motivation, attitude and anxiety as a whole. Moreover, the attitude, motivation and anxiety of minority students learning Russian are less studied. Russian teaching is an important part of foreign language teaching in Xinjiang, and it is very important for minority students in Xinjiang to learn Russian. In this study, the attitude and motivation of 156 ethnic minority students studying Russian in Xinjiang normal University and Kashi normal University were investigated by means of questionnaires and interviews. This paper probes into the factors influencing the Russian achievement of minority college students and promotes the learning attitude and motivation of minority students in order to improve the Russian level of minority college students. Gardner's (2004) attitude motivation scale (AMTB) EFL version was used to investigate attitude motivation and anxiety. The questionnaires were revised according to the actual situation of the survey. All the survey data were analyzed by Social Science Design Software (SPSS 17.0). The main results are as follows: first, ethnic minority Russian majors have a positive attitude towards learning Russian, and they all have a clear motivation for learning Russian. The number of students who belong to the instrumental type is relatively large, and they have a good understanding of the language learning environment, Russian, And Russian-speaking foreigners are pretty sure. Second, attitude to Russian learning, learning motivation and language anxiety are significantly related to Russian learning achievement. Learning motivation is the strongest predictor of academic achievement. Third, there are significant differences in attitude, motivation and language anxiety between the high score group and the low group. There was no significant difference in instrumental motivation orientation between the high score group and the low group, but the instrumental motivation orientation of the high score group was higher than that of the low group. In a word, this study summarizes the present situation and characteristics of the attitude, motivation and anxiety of the minority students majoring in Russian, and the relationship between the three and the achievements of Russian, which provides some enlightenment for the teaching of Russian in Xinjiang.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H35

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