本文選題：二語動機自我系統(tǒng) + 非英語專業(yè)研究生　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：自20世紀(jì)80年代以來,學(xué)習(xí)動機作為影響二語習(xí)得的重要因素之一,一直備受關(guān)注。2005年,D?rnyei提出了全新的理論框架——二語動機自我系統(tǒng),包括理想二語自我、應(yīng)該二語自我和二語學(xué)習(xí)經(jīng)驗,為二語動機研究提供了新的理論支持。已有研究發(fā)現(xiàn),大學(xué)生二語動機自我系統(tǒng)不同時,其英語成績存在顯著差異。然而,這些研究大部分側(cè)重于本科生的英語動機自我系統(tǒng)。在我國,非英語專業(yè)研究生應(yīng)具備包括聽、說、讀、寫等的語言綜合應(yīng)用能力,這主要通過其英語成績來體現(xiàn)。研究非英語專業(yè)研究生二語動機自我系統(tǒng)與英語成績的相關(guān)性,將有助于深入探討非英語專業(yè)研究生的二語學(xué)習(xí)動機,以期激發(fā)其學(xué)習(xí)動機進(jìn)而提高英語綜合能力。但是,目前這方面的研究還寥寥無幾。鑒于此,本文采用定量研究的方法,以D?rnyei的二語動機自我系統(tǒng)理論為研究框架,著重探索非英語專業(yè)研究生二語動機自我系統(tǒng)與英語成績之間的關(guān)系。該研究以248名來自山東大學(xué)和山東師范大學(xué)的非英語專業(yè)研究生為研究對象,主要調(diào)查和探討以下三個問題:(1)非英語專業(yè)研究生二語動機自我系統(tǒng)的整體狀況如何?(2)非英語專業(yè)研究生的二語動機自我系統(tǒng)與英語成績之間有無相關(guān)性?(3)二語動機自我系統(tǒng)的三個組成部分在高中低二語水平的非英語專業(yè)研究生中是否存在一定的模式?如果存在,有什么規(guī)律?作者采用二語動機自我調(diào)查問卷收集非英語專業(yè)研究生二語動機自我系統(tǒng)的相關(guān)數(shù)據(jù),從研究生院獲取了學(xué)生的研究生入學(xué)考試英語成績,并將所得數(shù)據(jù)通過SPSS 20.0統(tǒng)計軟件進(jìn)行分析。本研究主要發(fā)現(xiàn)如下:(1)非英語專業(yè)研究生的二語動機自我系統(tǒng)整體處于中等偏上水平。(2)非英語專業(yè)研究生的二語動機自我系統(tǒng)與他們的英語成績存在顯著的正相關(guān)關(guān)系。(3)二語動機自我系統(tǒng)的三個組成部分在高中低二語水平的非英語專業(yè)研究生中存在一定的模式。即,隨著二語水平的提高,“二語自我”(“理想二語自我”和“應(yīng)該二語自我”)對英語成績的影響越來越大;二語學(xué)習(xí)經(jīng)驗對英語成績的影響則越來越小�；谝陨涎芯�,筆者就如何在英語學(xué)習(xí)和教學(xué)中提高學(xué)習(xí)者的二語動機自我系統(tǒng)提出了相關(guān)建議,指出了本研究的不足和局限性,并且指明了未來研究有待改進(jìn)的地方。
[Abstract]:Since the 1980s, learning motivation, as one of the important factors affecting second language acquisition, has attracted much attention. In 2005, Danrnyei proposed a new theoretical framework, namely, the self-system of second language motivation, including the ideal second language self. Second-language self-learning and second-language learning experience provide new theoretical support for the study of second language motivation. Previous studies have found that there are significant differences in English achievement among college students with different self-system of second language motivation. However, most of these studies focus on the English motivation self-system of undergraduates. In China, non-English major graduate students should have the ability of comprehensive application including listening, speaking, reading, writing and so on, which is mainly reflected by their English achievements. The study of the correlation between L2 motivation self-system and English achievement of non-English majors will be helpful to explore the L2 learning motivation of non-English majors in order to stimulate their motivation and improve their comprehensive English proficiency. However, there is very little research in this area. Based on D?rnyei 's second language motivation self-system theory, this paper focuses on the relationship between second language motivation self-system and English achievement of non-English major graduate students. The study included 248 non-English major graduate students from Shandong University and Shandong normal University. This paper investigates and discusses the following three questions: 1) what is the overall situation of the second language motivation self-system of non-English major graduate students? (2) is there a correlation between the second language motivation self-system and the English achievement of non-English major graduate students? Is there a certain pattern of motivation self-system in non-English majors in senior high school? If so, what are the rules? The author uses the L2 motivation self-questionnaire to collect the relevant data on the L2 motivation self-system of non-English major graduate students, and obtains the scores of the postgraduate entrance examination from the graduate school. The data were analyzed by SPSS 20.0 software. The main findings of the present study are as follows: (1) the second language motivation self-system of non-English major graduate students is in the middle and upper level as a whole) the second language motivation self-system of non-English major graduate students has a significant positive correlation with their English achievement. The three components of L2 motivation self-system exist certain patterns in non-English major postgraduates of high school and low language level. That is, with the improvement of L2 proficiency, the influence of L2 self (ideal L2 self and should L2 self) on English achievement is becoming greater and greater, while L2 learning experience has less and less effect on English achievement. Based on the above research, the author puts forward some suggestions on how to improve the learners' motivation self-system in English learning and teaching, points out the shortcomings and limitations of this study, and points out the areas for improvement in the future research.
【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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