本文選題：動(dòng)機(jī)減退 + 影響因素　； 參考：《南京航空航天大學(xué)》2017年碩士論文

【摘要】：在英語教學(xué)過程中,我們通常會(huì)發(fā)現(xiàn)有相當(dāng)部分的學(xué)生在英語學(xué)習(xí)過程中表現(xiàn)出學(xué)習(xí)動(dòng)機(jī)越來越弱,甚至失去了學(xué)習(xí)的動(dòng)力。正如D?rnyei(2005)所指出,在語言學(xué)習(xí)過程中,學(xué)習(xí)者會(huì)受到積極和消極因素的雙重影響,其中那些負(fù)面的影響就是語言學(xué)習(xí)動(dòng)機(jī)減退的因素。一直以來,廣大研究者將焦點(diǎn)置于動(dòng)機(jī)的積極方面,研究對(duì)象基本是重點(diǎn)院校的在校大學(xué)生,而對(duì)于三本院校學(xué)生英語學(xué)習(xí)動(dòng)機(jī)減退的研究相對(duì)較少。事實(shí)上,動(dòng)機(jī)減退現(xiàn)象在三本院校學(xué)生英語學(xué)習(xí)過程中普遍存在,它已經(jīng)成為影響學(xué)習(xí)者進(jìn)步的重要因素。本文旨在調(diào)查三本院校非英語專業(yè)大學(xué)生英語學(xué)習(xí)動(dòng)機(jī)的減退情況以及影響其動(dòng)機(jī)減退的因素。為此,本研究設(shè)計(jì)了三個(gè)問題:1)三本院校非英語專業(yè)大學(xué)生是否存在動(dòng)機(jī)減退現(xiàn)象?2)影響動(dòng)機(jī)減退的因素有哪些?性別之間是否存在顯著差異?3)非英語專業(yè)學(xué)生如何看待動(dòng)機(jī)減退現(xiàn)象并采取哪些策略克服英語學(xué)習(xí)中的動(dòng)機(jī)減退?本研究的研究對(duì)象為南京航空航天大學(xué)金城學(xué)院非英語專業(yè)一、二年級(jí)共509名學(xué)生,研究工具是調(diào)查問卷和半結(jié)構(gòu)式訪談。本研究使用SPSS 22.0對(duì)量化數(shù)據(jù)結(jié)果進(jìn)行了分析,其中包括描述性統(tǒng)計(jì)、因子分析和獨(dú)立樣本T檢驗(yàn)分析。之后又邀請(qǐng)了參加問卷調(diào)查的25名學(xué)生進(jìn)行了半結(jié)構(gòu)式訪談。訪談數(shù)據(jù)采用內(nèi)容分析法,作為對(duì)問卷結(jié)果的深度補(bǔ)充。研究結(jié)果表明:三本院校非英語專業(yè)大學(xué)生中存在英語動(dòng)機(jī)減退現(xiàn)象,近67%的參與者承認(rèn)在英語學(xué)習(xí)中出現(xiàn)過動(dòng)機(jī)減退。其次,影響被試動(dòng)機(jī)減退的因素主要有7大類,按其影響程度由強(qiáng)到弱分別是:二語學(xué)習(xí)的失敗經(jīng)歷,教材內(nèi)容,課程設(shè)計(jì),缺乏內(nèi)在動(dòng)機(jī),學(xué)習(xí)態(tài)度,學(xué)習(xí)環(huán)境以及教師因素。值得注意的是,教師因素對(duì)受試者影響不大,這與以往研究不一致。第三,女性被試更容易受內(nèi)在因素的影響,例如失敗的二語學(xué)習(xí)經(jīng)歷,缺乏內(nèi)在動(dòng)機(jī)和消極的學(xué)習(xí)態(tài)度,而男性被試更容易受到外在因素的影響,包括教材內(nèi)容和二語課堂氣氛。最后,參與訪談的被試嘗試使用四種策略以重新增強(qiáng)學(xué)習(xí)動(dòng)機(jī),包括背英語單詞,閱讀英語報(bào)刊,練習(xí)四級(jí)真題以及看英文電影和電視劇。
[Abstract]:In the process of English teaching, we usually find that a considerable number of students show weaker and weaker motivation in the process of English learning and even lose their motivation to learn. In the process of language learning, learners are affected by both positive and negative factors, among which the negative factors are the factors of the decrease of language learning motivation. For a long time, the majority of researchers have focused on the positive aspects of motivation, and the research object is basically the students in key universities, but the study on the decrease of English learning motivation of the students in the three colleges is relatively few. In fact, motivation decline is a common phenomenon in the process of English learning in the three colleges and universities, which has become an important factor affecting learners' progress. The purpose of this paper is to investigate the decline of English learning motivation of non-English major students in three colleges and the factors influencing their motivation decline. Therefore, this study designed three questions: 1) whether there is a phenomenon of motivation decline in non-English majors in three colleges and what are the factors affecting motivation decline? (3) how do non-English majors view the phenomenon of motivation decline and what strategies do they take to overcome motivation decline in English learning? The subjects of this study are 509 non-English majors in Jincheng College of Nanjing University of Aeronautics and Astronautics. The research tools are questionnaires and semi-structured interviews. In this study, SPSS 22.0 was used to analyze the quantitative data, including descriptive statistics, factor analysis and independent sample T-test analysis. Then 25 students who participated in the questionnaire were invited to conduct semi-structured interviews. The interview data were analyzed by content analysis as a depth supplement to the results of the questionnaire. The results show that there is a decrease in English motivation among non-English major students in three colleges and nearly 67% of the participants admit that they have experienced motivation decline in English learning. Secondly, there are seven main factors that affect the motivation decline of the subjects. According to the degree of influence from strong to weak, they are: failure experience of second language learning, teaching material content, curriculum design, lack of intrinsic motivation, learning attitude. Learning environment and teacher factors. It is worth noting that the teacher factor has little effect on the subjects, which is inconsistent with previous studies. Third, female subjects were more likely to be influenced by internal factors, such as failed L2 learning experience, lack of intrinsic motivation and negative learning attitude, while male subjects were more susceptible to external factors. Including the content of the textbook and the second language classroom atmosphere. Finally, the interviewees tried to use four strategies to enhance their learning motivation, including memorizing English words, reading English newspapers and periodicals, practicing real questions in CET-4, watching English movies and TV series.
【學(xué)位授予單位】：南京航空航天大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前8條

1 湯聞勵(lì);;非英語專業(yè)大學(xué)生英語學(xué)習(xí)“動(dòng)機(jī)缺失”研究分析[J];外語教學(xué);2012年01期

2 周慈波;王文斌;;大學(xué)英語學(xué)習(xí)者負(fù)動(dòng)機(jī)影響因子調(diào)查研究[J];中國(guó)外語;2012年01期

3 胡衛(wèi)星;蔡金亭;;英語學(xué)習(xí)動(dòng)機(jī)減退的模型構(gòu)建[J];外語教學(xué);2010年03期

4 李梅;耿艷;;民辦大學(xué)生學(xué)習(xí)動(dòng)機(jī)特點(diǎn)及其影響因素研究[J];徐州師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2008年06期

5 梁良;;大學(xué)英語課堂中的動(dòng)機(jī)削弱初探[J];天津工程師范學(xué)院學(xué)報(bào);2008年03期

6 陳志誠(chéng);;淺析獨(dú)立學(xué)院學(xué)生學(xué)習(xí)動(dòng)機(jī)的培養(yǎng)[J];贛南師范學(xué)院學(xué)報(bào);2007年04期

7 高一虹,程英,趙媛,周燕;英語學(xué)習(xí)動(dòng)機(jī)類型與動(dòng)機(jī)強(qiáng)度的關(guān)系——對(duì)大學(xué)本科生的定量考察[J];外語研究;2003年01期

8 文秋芳!210093;英語學(xué)習(xí)者動(dòng)機(jī)、觀念、策略的變化規(guī)律與特點(diǎn)[J];外語教學(xué)與研究;2001年02期

相關(guān)碩士學(xué)位論文 前2條

1 李富榮;非英語專業(yè)大學(xué)生英語學(xué)習(xí)“動(dòng)機(jī)缺失”調(diào)查及對(duì)策研究[D];湖南科技大學(xué);2013年

2 潘正凱;高職院校英語學(xué)習(xí)者動(dòng)機(jī)衰退現(xiàn)象研究[D];浙江師范大學(xué);2009年

，

本文編號(hào)：1912557