本文選題：自我決定論 + 學(xué)習(xí)動(dòng)機(jī)的差異�。� 參考：《山西財(cái)經(jīng)大學(xué)》2017年碩士論文

【摘要】：隨著英語在我們的日常生活中變得越來越重要,越來越多的教育者與學(xué)者開始關(guān)注如何可以有效地學(xué)習(xí)英語。慢慢地,他們發(fā)現(xiàn)刺激學(xué)習(xí)動(dòng)機(jī)可以幫助學(xué)習(xí)者學(xué)習(xí)英語。因此,相當(dāng)多的關(guān)于動(dòng)機(jī)的理論形成了。起初,這些動(dòng)機(jī)理論主要是在心理學(xué)領(lǐng)域,后來擴(kuò)展到語言學(xué)領(lǐng)域。自我決定論是動(dòng)機(jī)理論中之一,也是本次研究的理論框架。本文討論了不同階段學(xué)生的學(xué)習(xí)動(dòng)機(jī),發(fā)現(xiàn)他們動(dòng)機(jī)確實(shí)存在不同,他們的內(nèi)在動(dòng)機(jī),整合動(dòng)機(jī),認(rèn)同動(dòng)機(jī),內(nèi)攝動(dòng)機(jī),外在調(diào)節(jié),零動(dòng)機(jī),出國(guó)動(dòng)機(jī)以及整體動(dòng)機(jī),這些給我們?cè)诮虒W(xué)上的啟示。三個(gè)研究問題是:(1)不同階段學(xué)生英語學(xué)習(xí)動(dòng)機(jī)的相似點(diǎn)和不同點(diǎn)是什么以及從低到高階段學(xué)生英語學(xué)習(xí)動(dòng)機(jī)是如何變化的?(2)影響學(xué)生學(xué)習(xí)動(dòng)機(jī)的因素是什么?(3)從現(xiàn)在這個(gè)研究可以獲得的教學(xué)啟示是什么?本次研究同時(shí)采用了量化研究(利用問卷收集數(shù)據(jù))和質(zhì)化研究(利用訪談)。通過把兩種方法結(jié)合,作者獲得了真實(shí)而且客觀的發(fā)現(xiàn),也給出了相對(duì)合理的解釋。關(guān)于第一個(gè)問題的主要研究揭示了不同階段的學(xué)生的英語學(xué)習(xí)動(dòng)機(jī)有些確實(shí)存在顯著性差異。不同階段學(xué)生的內(nèi)在動(dòng)機(jī),整合動(dòng)機(jī),內(nèi)攝動(dòng)機(jī),出國(guó)動(dòng)機(jī)和整體動(dòng)機(jī)會(huì)隨著階段的升高而降低。而不同階段學(xué)生的認(rèn)同動(dòng)機(jī),外在動(dòng)機(jī)和零動(dòng)機(jī)沒有顯著的不同。后續(xù)的訪談則用來探究這些發(fā)現(xiàn)之后的原因。關(guān)于第二研究問題,有五個(gè)因素影響了學(xué)生的英語學(xué)習(xí)動(dòng)機(jī),即學(xué)生自認(rèn)為的英語水平、學(xué)生對(duì)英語老師的看法、學(xué)生的課堂參與度、學(xué)生的自我效能以及學(xué)生對(duì)小組活動(dòng)的看法。一般來說,隨著學(xué)生自認(rèn)為的英語水平、參與度以及自我效能的提高,他們的內(nèi)在動(dòng)機(jī)、整合動(dòng)機(jī)、認(rèn)同動(dòng)機(jī)、內(nèi)攝動(dòng)機(jī)、外部動(dòng)機(jī)、零動(dòng)機(jī)、出國(guó)動(dòng)機(jī)以及整體動(dòng)機(jī)都會(huì)隨之提高,除了小學(xué)生和初中生的外在動(dòng)機(jī)是隨著參與度的提高而降低的這一趨勢(shì)。而學(xué)生對(duì)老師的看法和對(duì)小組活動(dòng)的看法越積極,他們的各項(xiàng)動(dòng)機(jī)也越高。第三個(gè)研究問題的提出是基于之前提到的影響動(dòng)機(jī)的影響因素。老師應(yīng)該提高自己,認(rèn)真地設(shè)計(jì)教學(xué)。他們應(yīng)該和學(xué)生保持良好的關(guān)系,關(guān)心學(xué)生等等。本文也存在一些不足,在將來作者會(huì)吸取這次研究的不足之處而做的更好。
[Abstract]:As English becomes more and more important in our daily life, more and more educators and scholars begin to pay attention to how to learn English effectively.Slowly, they found that stimulating learning motivation can help learners learn English.Therefore, a considerable number of theories about motivation have been formed.At first, these motivational theories were mainly in the field of psychology and later extended to the field of linguistics.Self-determinism is one of the motivation theories and the theoretical framework of this study.This paper discusses the learning motivation of students at different stages. It is found that their motivation is different, their intrinsic motivation, integration motivation, identity motivation, internal motivation, extrinsic adjustment, zero motivation, motivation to go abroad and overall motivation.These give us the enlightenment in teaching.What are the similarities and differences of students' English learning motivation in different stages and how students' English learning motivation changes from low to high level? 2) what are the factors that affect students' English learning motivation?What are the pedagogical implications of this study now?In this study, both quantitative (questionnaire data collection) and qualitative research (using interviews) were used at the same time.By combining the two methods, the author obtains the true and objective findings and gives a relatively reasonable explanation.The main research on the first question reveals that there are some significant differences in students' English learning motivation at different stages.Students' internal motivation, integration motivation, internal motivation, motivation to go abroad and overall motivation will decrease with the increase of stage.However, there are no significant differences between students' identification motivation, extrinsic motivation and zero motivation in different stages.Subsequent interviews were used to explore the reasons behind the findings.With regard to the second question, there are five factors that affect students' motivation to learn English, that is, students' perceived English proficiency, students' views on English teachers, and students' participation in the classroom.Students' self-efficacy and their views on group activities.Generally speaking, with the improvement of students' perceived English proficiency, participation and self-efficacy, their intrinsic motivation, integration motivation, identity motivation, proactive motivation, external motivation, zero motivation, and so on.The motivation to go abroad and the overall motivation will increase, except for the extrinsic motivation of primary school students and junior high school students, which decreases with the increase of participation.The more positive students' views of teachers and group activities are, the higher their motivations are.The third question is based on the above mentioned influencing factors of motivation.Teachers should improve themselves and seriously design teaching.They should keep a good relationship with students, care for students and so on.This paper also has some shortcomings, in the future the author will learn from the shortcomings of this study and do better.
【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

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