本文選題：合作學(xué)習(xí)　切入點(diǎn)：外語(yǔ)學(xué)習(xí)動(dòng)機(jī)　出處：《山西財(cái)經(jīng)大學(xué)》2017年碩士論文

【摘要】：學(xué)習(xí)者的情感因素對(duì)他們的學(xué)習(xí)至關(guān)重要,國(guó)內(nèi)外眾多研究者對(duì)此投入了極大關(guān)注。這些情感因素包括學(xué)習(xí)態(tài)度、學(xué)習(xí)信念、學(xué)習(xí)焦慮、學(xué)習(xí)動(dòng)機(jī)等等。而在這些情感因素中,動(dòng)機(jī)和焦慮對(duì)學(xué)生學(xué)習(xí)成敗起到了舉足輕重的作用。多項(xiàng)研究顯示:動(dòng)機(jī)會(huì)影響學(xué)習(xí)的獨(dú)立性、專注度以及學(xué)習(xí)技巧的應(yīng)用,最終動(dòng)機(jī)對(duì)學(xué)生的影響會(huì)體現(xiàn)在他們的學(xué)習(xí)成績(jī)上。焦慮是一種復(fù)雜的情緒,許多學(xué)生在使用英語(yǔ)和同伴交流時(shí),會(huì)覺(jué)得不自在,這種不安就是焦慮。焦慮對(duì)語(yǔ)言習(xí)得的三個(gè)階段(輸入、加工和輸出)都有很大影響。焦慮與學(xué)習(xí)者的動(dòng)機(jī)、態(tài)度、自我評(píng)估及學(xué)習(xí)成績(jī)密切相關(guān)。合作學(xué)習(xí)是一種全新的教學(xué)模式,近年來(lái)越來(lái)越受到人們的歡迎。合作學(xué)習(xí)將全班進(jìn)行分組,之后以小組的形式展開(kāi)教學(xué)活動(dòng),學(xué)生通過(guò)互相合作共同完成一項(xiàng)任務(wù)。合作學(xué)習(xí)對(duì)外語(yǔ)學(xué)習(xí)有很大影響:(1)能夠增強(qiáng)學(xué)生的自尊和自信;(2)能夠激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的動(dòng)力;(3)能夠?yàn)閷W(xué)生提供更多的機(jī)會(huì)去用英語(yǔ)和同伴進(jìn)行交流;(4)能夠降低學(xué)生的外語(yǔ)學(xué)習(xí)焦慮。本文旨在實(shí)證調(diào)查合作學(xué)習(xí)是否真的對(duì)提高外語(yǔ)學(xué)習(xí)動(dòng)機(jī)、降低外語(yǔ)學(xué)習(xí)焦慮有效。本論文的研究問(wèn)題如下:1.大學(xué)生的外語(yǔ)學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)焦慮現(xiàn)狀如何?2.合作學(xué)習(xí)如何影響大學(xué)生的學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)焦慮?3.大學(xué)生對(duì)合作學(xué)習(xí)持什么樣的態(tài)度?為了回答以上三個(gè)問(wèn)題,本研究進(jìn)行了為期一個(gè)學(xué)期的實(shí)驗(yàn)。本研究的研究對(duì)象是來(lái)自中國(guó)北方某高校的55名二年級(jí)的非英語(yǔ)專業(yè)學(xué)生。他們分別來(lái)自兩個(gè)自然班,一個(gè)班29人,作為實(shí)驗(yàn)班,采用合作學(xué)習(xí)教學(xué);另一個(gè)班26人,作為對(duì)照班,采用傳統(tǒng)教學(xué)。在本實(shí)驗(yàn)中,筆者采用定量和定性相結(jié)合的方法來(lái)收集數(shù)據(jù)。研究工具包括一次英語(yǔ)水平測(cè)試、三次英語(yǔ)學(xué)習(xí)動(dòng)機(jī)問(wèn)卷、三次外語(yǔ)課堂焦慮問(wèn)卷、一次需求分析問(wèn)卷和一次訪談。筆者運(yùn)用統(tǒng)計(jì)軟件SPSS20.0對(duì)所有的實(shí)驗(yàn)數(shù)據(jù)進(jìn)行了分析。結(jié)果表明:(1)目前大學(xué)生在英語(yǔ)課堂上存在著學(xué)習(xí)動(dòng)機(jī)不足、焦慮偏高的情況;(2)和傳統(tǒng)教學(xué)相比,合作學(xué)習(xí)可以有效緩解大學(xué)生英語(yǔ)課堂焦慮,但對(duì)英語(yǔ)學(xué)習(xí)動(dòng)機(jī)沒(méi)有顯著影響;(3)大學(xué)生對(duì)合作學(xué)習(xí)普遍接受,認(rèn)為合作學(xué)習(xí)是學(xué)習(xí)英語(yǔ)的一種有效方式。因此,根據(jù)研究結(jié)果,筆者建議大學(xué)英語(yǔ)課堂可以采用合作學(xué)習(xí)。
[Abstract]:Learners' affective factors are of great importance to their learning, and many researchers at home and abroad have paid great attention to them. These affective factors include learning attitude, learning beliefs, learning anxiety, learning motivation and so on. Motivation and anxiety play an important role in the success or failure of students' learning. Several studies have shown that motivation affects learning independence, concentration and the application of learning skills. The effect of final motivation on students is reflected in their academic performance. Anxiety is a complex emotion, and many students feel uncomfortable when they use English to communicate with their peers. Anxiety is anxiety. Anxiety has a great effect on the three stages of language acquisition (input, processing and output). Anxiety and learners' motivation and attitude, Self-assessment and academic achievement are closely related. Cooperative learning is a new teaching model, which has become more and more popular in recent years. Cooperative learning groups the whole class and then carries out teaching activities in groups. Cooperative learning has a great impact on foreign language learning. (1) it can enhance students' self-esteem and self-confidence. 2) it can stimulate students' motivation to learn English. The purpose of this paper is to investigate whether cooperative learning really improves the motivation of foreign language learning. Reducing foreign language learning anxiety is effective. The research questions in this thesis are as follows: 1. What is the current situation of college students' foreign language learning motivation and anxiety? 2. How does cooperative learning affect college students' learning motivation and anxiety? 3. What is the attitude of college students towards cooperative learning? In order to answer the above three questions, this study carried out a one-semester experiment. The subjects of this study were 55 non-English majors from a university in northern China. They were from two natural classes. One class of 29 students, as the experimental class, the use of cooperative learning teaching; the other class of 26, as a control class, using traditional teaching. In this experiment, The research tools include one English proficiency test, three English learning motivation questionnaires and three foreign language classroom anxiety questionnaires. A needs analysis questionnaire and an interview. The author analyzed all the experimental data by using the statistical software SPSS20.0. The results show that there is a lack of motivation for college students in English classroom. Compared with traditional teaching, cooperative learning can effectively relieve English classroom anxiety of college students, but it has no significant effect on English learning motivation. It is believed that cooperative learning is an effective way to learn English. Therefore, according to the results of the study, the author suggests that cooperative learning can be adopted in college English classroom.
【學(xué)位授予單位】：山西財(cái)經(jīng)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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