本文選題：英語學(xué)習(xí)動機(jī)　切入點：動機(jī)類型　出處：《山東師范大學(xué)》2017年碩士論文

【摘要】：動機(jī)是影響第二語言學(xué)習(xí)的關(guān)鍵性因素之一,對二語學(xué)習(xí)的整個過程乃至結(jié)果都有至關(guān)重要的影響。目前二語習(xí)得的研究已經(jīng)轉(zhuǎn)向社會動態(tài)階段(戴運(yùn)財,2015),在這一階段,對二語習(xí)得動機(jī)的研究企圖打破線性模式,并強(qiáng)調(diào)二語習(xí)得過程中的復(fù)雜性,動態(tài)系統(tǒng)理論的引入為研究者提供了重要的的理論基礎(chǔ)。鑒于動機(jī)在英語學(xué)習(xí)中的重要性,高職學(xué)生自身的特殊性,國家對于他們職業(yè)性、應(yīng)用性、技術(shù)性人才的要求,高職英語專業(yè)學(xué)生相對較少,以及鮮有從動態(tài)從系統(tǒng)論視角來對高職非英語專業(yè)學(xué)生的英語學(xué)習(xí)動機(jī)進(jìn)行研究,本文從動態(tài)系統(tǒng)理論的角度,探討高職院校非英語專業(yè)學(xué)生英語學(xué)習(xí)動機(jī)的特點,并為高職英語教師提供切實可行的建議來激發(fā)學(xué)生的英語學(xué)習(xí)動機(jī)。此研究利用調(diào)查問卷和訪談來獲取資料,研究對象是來自濟(jì)南職業(yè)學(xué)院和山東城市建設(shè)學(xué)院的非英語專業(yè)的學(xué)生,獲得的數(shù)據(jù)通過SPSS 19.0和EXCEL進(jìn)行統(tǒng)計分析。研究發(fā)現(xiàn)高職非英語專業(yè)學(xué)生的英語學(xué)習(xí)動機(jī)的特點與動態(tài)系統(tǒng)論的特點具有一致性。首先,根據(jù)調(diào)查問卷的數(shù)據(jù)分析,學(xué)生的英語學(xué)習(xí)動機(jī)在整個三年的大學(xué)時光中是復(fù)雜的、動態(tài)的、非線性的,而在短時間內(nèi)又是相對穩(wěn)定的。其動態(tài)性和復(fù)雜性主要表現(xiàn)在以下幾個方面:第一,個人發(fā)展和成績是學(xué)生最重要的英語學(xué)習(xí)動機(jī),相反,出國是學(xué)生最不重視的學(xué)習(xí)動機(jī):第二,由問卷數(shù)據(jù)的單因素方差分析可知,不同年級的學(xué)生對個人發(fā)展和信息媒介這兩種動機(jī)的重視程度存在較大差異。其次,訪談揭示出學(xué)生的英語學(xué)習(xí)動機(jī)具有初始狀態(tài)敏感性的特點,而且學(xué)生的不同英語學(xué)習(xí)動機(jī)之間是相互連接的。針對以上問題,作者提出了以下教學(xué)建議供高職教師參考,來激發(fā)非英語專業(yè)學(xué)生的英語學(xué)習(xí)動機(jī)。第一,高職英語教師應(yīng)該通過創(chuàng)造良好的英語學(xué)習(xí)環(huán)境、堅持師資力量的建設(shè)、把學(xué)生的長期動機(jī)和近期動機(jī)相結(jié)合的措施來幫助學(xué)生維持、保護(hù)其英語學(xué)習(xí)動機(jī);第二,高職英語教師應(yīng)通過改革教學(xué)方法激發(fā)學(xué)習(xí)興趣、采取多層次評價方式時學(xué)生獲得成就感、強(qiáng)調(diào)感情教育的方式來激發(fā)學(xué)生的初始學(xué)習(xí)動機(jī);第三,高職英語教師應(yīng)通過指導(dǎo)學(xué)生結(jié)合外部動機(jī)和內(nèi)部動機(jī)、將淺層動機(jī)轉(zhuǎn)化為深層動機(jī)來加強(qiáng)不同學(xué)習(xí)動機(jī)類型的相互聯(lián)系和相互連接。
[Abstract]:Motivation is one of the key factors affecting second language learning, which has a vital influence on the whole process and even the result of second language learning. At present, the study of second language acquisition has turned to the social dynamic stage (Dai Yuncai 2015). The study of second language acquisition motivation attempts to break the linear model and emphasize the complexity of the second language acquisition process. The introduction of dynamic systems theory provides an important theoretical basis for researchers, given the importance of motivation in English learning. The particularity of higher vocational students and the requirements of the state for their professional, applied and technical talents are relatively few for English majors in higher vocational colleges. There are few researches on the motivation of non-English majors in higher vocational colleges from the perspective of system theory. This paper discusses the characteristics of non-English majors' English learning motivation in higher vocational colleges from the perspective of dynamic system theory. It also provides practical suggestions for higher vocational English teachers to stimulate students' English learning motivation. The subjects are non-English majors from Jinan Vocational College and Shandong City Construction University. The obtained data are statistically analyzed by SPSS 19.0 and EXCEL. It is found that the characteristics of English learning motivation of non-English major students in higher vocational colleges are consistent with the characteristics of dynamic system theory. Students' motivation for English learning is complex, dynamic, nonlinear and relatively stable in a short period of time during the whole three years of college. Its dynamic and complexity are mainly reflected in the following aspects: first, Personal development and achievement are the most important motivation for students to learn English. On the contrary, going abroad is the least important motivation. Students in different grades pay more attention to personal development and information media. Secondly, the interview reveals that students' English learning motivation has the characteristics of initial state sensitivity. In view of the above problems, the author puts forward the following teaching suggestions for the reference of higher vocational teachers in order to stimulate the English learning motivation of non-English major students. First, Higher vocational English teachers should help students maintain and protect their English learning motivation by creating a good English learning environment, insisting on the construction of teachers' strength and combining students' long-term motivation with short-term motivation. Higher vocational English teachers should stimulate their learning interest through the reform of teaching methods, acquire a sense of achievement when adopting multi-level evaluation methods, and emphasize the way of emotional education to stimulate students' initial learning motivation. Higher vocational English teachers should guide students to combine external motivation with internal motivation and transform shallow motivation into deep motivation to strengthen the mutual connection and connection of different learning motivation types.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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